Cbc Clnivcr^Uv ofCbicaijo 
ICibrarics 




GIFT OF 



lAtin^Q^UKla^m, 




Tho Unlveraity of OhloaGO 
Poundod "by Jolin D. nockotC oiler 



History of Pul)lio Scliool Education 
in Arkansas, 1900 - 1918. 



A disaortation submitted to the 
faculty of the 
Graduate School of Arts and Llteratare 
In Candidacy for the desroe of 
Itoster of Arts 



(Departmont of Education) 



William Oscar lYilson 
August 50 



1916. 



U 



,1^° 

^'y 



rv \i; 



\ 

22 



-55^09 — 

Bibliography 1 to IV. 

Chapter I 

Goner nl tondcncics of Public School 

Bducation in /j-kanscis trom 1819-1900 1 to >7 

Chapter II 

Mministrationo : 

J. J.DOJTIO 

John H. Hineraon 

George B. Cook 

J .L .i3ond 

^8 to 9S 

Chapter III 

The ilrkansas Education Coramiscion 99 to 112 

Chapter IV 

General .Educational Acencios 112 to 147 

Chapter V 

rdsccllanoouG i:!ducational Agcnciesj 14S to lb2 

Chapter VI 

Legislation from 19OO-1918 165 to 1?^^ 

Chapter VII 

Summary. 177 to 180 



142593 



BIBLIOCiUPHY. 
History of Publio Education in Arkanaas, 1900-191O. 

A. Primary oourcoo. 

Acta of the General Assorably: 1901 to date. 
Arkansaa 3chool Journal, Littlo Hook. 

Piles fairly oomplote from 1904 to 1912. 
Arkansaa State Census Reports. ( A fev/ of tho oldor ones) 
Arkansas State Teachers' Association, Prooeedinss of 1901 to date, 
Arkansas Teacher, Conway. 

Files Corapleto. 
Arkansas Teachers' Reading Circle; Various Reports. 
Comparative Study of the Public School Sjrotoms in the Forty-Eight 

States. 1912, pp. 32. price 25c' 
Division of F^ucation, Russell Sage Foundation. 
Digest of Arkcmsas State Laws: Sandels & Hill; Eirby. 
Educational Evangelism, 1909. PP»8 

An Address before the Arkanaas State Teachers' Aasociation by 

Henry S. Hartzob, 1909. 
Financial Report of tho Educational Campaign for Amendment 

no. 12. Educational Campaign Goramitteo, Granville Cubage, 

Chai rman . 
Governors' Inaugural Tlessagos to General Assembly: 1901 to date. 
Journals of the General Assembly, House and Senate: 18G0-O4; 

1901 to date. 
Manual on Boys' and Girls' Agri natural Club r/orl: pp. 192. 

Issued by College of Agriciilturo, Univorsit:i'- of Arkansas. 

U. S. Department of Agriculture Cooperating. 



II. 

School >ajnd As'rlculturcil Club Pairs, pro{rraras of: 

Faiaiaior County, 191^ and 1917; IHllor County 1916. 
State Auditor's Reports 1868. 
State Treaauror'g Reports: 1900 td date. 

Superintendent of Public Instruction, Biennial Reports: I9OO to date. 
Thorpe, Francis Newton. American Charters, Constitutions and 

Organic Lav;s, 1492-1908. Vol. I. 
United States Census Reports: 1900 t4 date. 

United States Cornraissioner of i:iduoation Reports: 1900 to date. 
Various Bulletins Issud by the state Department of Education, 
Office of Superintendent of Public Instruction: 
Argument for Industrial Education in Schools for Rural 

Committees, Bvaietin Ho. 1^, p:o. 16 
Arkansas School Improvement Association, Year Book, 1909. PP»96. 

Various other Reports on V/orlc of S. I. A. 
Bulletin to the School Directors of the State of Arkansas, 1908, 

pp.12 . 
Consolidation of Rural Schools, Bulletin ;', Serial No. 20, pp.11. 
Consolidation of Rural Schools, Bulletin ^-A pp.11. 
County Supervision of Schools, 1917-1 918. pp.4. 
Course of Study for High Schools of Arkansas, 1915 pp.222. 
Education for negroes: Various Reports. 

Educational Hews Bulletin: Vol. 1, No. 2, 1917; Vol.1, No. 6, 1918. 
Halbrook's Personal Letters and Communications. 
High School Bulletin, 1908, pp.8. 
High School Bulletin, I9l7-I9l8, pp. 10. 
High School Reports and Tables, Bulletin D 2^, 191I-12, pp. 25 



III. 

Industrial Education, Bulletin iTo . 12 pp. 8 

list of Adopted Text Books for use in Arkansas public Grade 

Schools, 1917. pp. 5 
Manuals for County Institutes, 1909 to 1914, 1917- 
Outline of Study for Arkansas public Grade Schooln, 1917, PP» 52. 
Outline Course of Study in Practical Agriculture and Shop 

Work, 1917, pp. 3- 
Preliriinary Koport of Arkansas iUducational Comroission, 1910, pp.8 
Rejuvenation of the IJural Comraujiity, 1912, pp. 8. 
Report of the Arkansas Rural School Oominlttee, 1904, PP. 20. 
Rural School Buildings in Arkansas, Bulletin, llo . 10, pp .IjJ 
Rural School Efficiency, Bulletin, llo. 11, pp. 9. 
Rural School Work in Ark.rmsas, Bulletin D 24, 1912, pp. 36. 
School Buildings, 1911, pp. 64. 
Secondary Schools of Agriculture and Domestic Economy in Rural 

Comnunitios, Bulletin lie. 14, pp. 4 
Some Facts Concerning the Teachers' Preparation and Work pp. 14 
Standard High School Course, Bulletin Ho. 9, pp. 4. 
State Aid to High Schools, 19I]), pp. 4. 

State Aid to High Schools, Bulletin Ilo . 2, Serial Ho. 19, pp. 11. 
State Board of Education, Bulletin Ho. 17, pp. 24. 
State Common School Cource--Elomentary Schools, 19l5-1914,pp. 188. 

IChis includes the manuals for County Institutes for 191^-14. 
Suggestions and P.ecommendatlons on the Arrangement and Care of 

School Houses ?iid School, Grounds , 1903-1904, pp. 40. 
To the School Directors and Friends of Our Educational Interests 

an address by Superintendent J. J. Doyne, dealing primarily 

with buildings and grounds . 



IV. 
B. Secondary Sourcoo 

Shlnn, Josiah H. Hictory of Education In Arkansas, Uaahincton, 

1900, pp. 121. 
Slilnn, Josiali H . Ploneora and Makers of Arkansas. 
Weeks, Stephen B. History of Public School r.duoation In 

Arkansas . 
mil ted States Bureau of Eduoatlon, Bulletin, 1912: Ho. 27. 



Hlstoiy of Public ;>ohool Education 
in Arkansas, 1900-1918. 

Chaptor I 
General Tendencies of Public School Education in 
Arkansas, 1819-190O. 
Ihe .\ntebellxun Poriod, 1819-1861, 

Introduction. ITho territory now forming the State of 
Arkansas is a part of the original Territory of Louisiana. It was 
created as the District of Arkansas by act of the Louisiana Torri- 

"I 

torial legislature on June 27, 1806. The District of Arkansas was 

organized as the Territory of Arkansas by act of Congress on Ilarch 2, 

2 
1819. Seventeen years later (October 18, 18^6), the Territory of 

Arkansas was admitted into the Union as a State. During the Terri- 
torial period the population of Arkansas increased from a little 

3 
less than 14,000 in number to a little more than 70,000 in number. 

At the outbreak of the Civil V/ar in 1861, according to the United 

States census, its population was 455,^35 • T^ie area of Arkansas is 

55*555 scLuare miles; hence the infant State began its history with 

a population that averaged only about 1.1 persons to the square 

mile, and had increased to only about 8.2 by i860. 

nativity. A large per cent of the 14,000 people in 

Arkansas at the time of its organization as a Territory was made up 



1. Weeks; Hist, of pub. Sch.Ed. in Ark. p .7 

2. Thorpe: Amer. Charters, Constitutions and Organic Laws, 
1492-1908. Vol. I, p. 261. 

5- The State Census, P.eport for l8";54-^5 gave Arkansas a 
population of 67,764. 



2. 

of inmiereuits who wore largely cosmopolitan in character. A 
large part of the incroaBO in population of approximately 56,000 
people during the Territorial period was due to immigration from 
Kentuo]cy, Ltisaouri, Ohio, and Indiana. Iiowevor, many immigrants 
to Arkansas during this period were from the older southern States . 
During the period from 1856 to i860, the immigration was very 
largely from the Old South. Prom the data in Table I we find that 
in 1850, about '^b per cent of the population of Arkans'^p were na- 
tives of the other ton southern States; during the next ton years 
this proportion increased to about 38 per cent. 

2 
Table I J'-Ativity of Irmigrants to Arkansas . 



Natives of 



1850 



i860 



X. ,]outh Carolina 
2. llississippi 
'j . Florida 

4. Alabama 

5. Georgia 

D . Louisiana 

7. Texas 

8. Virginia 

9. North Carolina 

10. Tennessee 

11 . Ilissouri 
12 .Kentucky 
13. Illinois 
14- Indiana 
15. Ohio 

Id. Massachusettd 

17. New York 

18. Pennsylvania 



4.587 

11,250 

6.567 
1.096 
356 

C.757 



8,772 

5.328 
7,428 
3,276 
2,128 

1.051 
174 

537 

70;: 



10.704 

16.351 

175 

24,433 

16.031 

2.313 

1.565 

61484 
17.747 
66,609 

8.6-^g 
11.085 

3.899 

2.554 

1.513 
217 

697 

890 



In addition, about 10 per cent of the population in 1850 were na- 
tives of the following states; I.lisaouri, Kentucky, Illinois, Indiana 
Ohio, Massaohusstts, Hew York and Pennsylvania; during the next 
ten years this proportion decreased to 7 V^^ cent. It might be 



1. Shinn: Pioneers and Hrkors of Ark. pp. IO4-IO5 

2. Statistics from the Ui,a. Census Report. 



added that the settlers from these eichteon Statea v/ere parents 

of a large per cent of the remaining population of the State. This 

was especially true in the oase of the settlers from the South as 

the immigration from this section was so large. 

Private or Academic Schools; Towhship system. It is 

but natural for iminlgrants to carry to their new homes the ideals 

of education, as well as the ideals of every other phase of life, 

which they have acfuired in their old homes. From the ahovo out- 

1 
line of the sources of Arkansas population up to the time of the 

Civil War, we note that it was distinctively eouthem. I!ow, the 
greajrer portion of the inhabitants of these southern States came 
directly from England or from the English colonies along the North 
Atlantic. Purthermoro, a large per cent of the population of the 
other States mentioned above also camo from the Hew England States. 
Hence we find two prominent characteristics in their educational 
ideals. The first and foremost was the system of private or aca- 
demic schools, which was brought over from the Mother Country, and 
of course not supported by public taxation. The second was the 
township system, transplanted from Hew England. Those two charac- 
teristics would accordingly be transferred to Arkansas, and would 
predominate because they represented the educational ideals of so 

large a T)art of the pomilation. It is not surprising, therefore, 

2 
to find the township system operating very early in Arkansas; nor 

is it any less surprising to find that, during the entire antebellum 

1. Statistics from the U. 3. Census l^eport . 

2. On Ilovomber 21, l82y, the Territorial legislature of Arkansas 
passed a law (the firnt cononming public education) making 
provision for the establisliraont and support of a school in any 
township or subdivision of six miles square. Shinn: Hist, of 
Sd . in Ark . p . 11 . 



4. 

period, no attorapt was mado to plaoo education upon a "basis of pub- 

1 
lie taxation. 

Public Education aupportod by Inoomo on Public Lan3s, and 

not by Public Taxation; the Inadwquaoy of this support. 

To bo sure there was, in addition to the private or academic schools, 

a system of public od-acati on in .Vrkansas, during this period, but 

its support came entirely from the income on public lands (seiTdnary, 

saline, and sixteenth-section) granted to the State by the Federal 

Government. This fund, hov/ever, was totally inadeauate for the raain- 

tenancc of an effective public school system. In his message to 

the General Assembly, roveraber 1854, Governor Elias IT. Conway said: 

"We have a comrion-school law intended as a system of establishing 

conmon schools in all parts of the State; but for v/ant of adequate 

means there are very few in operation under this law." I!ttoh of the 

income of the public schools was squandered by luiv^-ise management and 

by unscrupulous comnl ssl oners . In his report for 1856, David b/ Greer, 

secretary of state and ex-officio "State " Commissioner of Conmon 

Schools", said: ''I repeat, thore is no cuGction that the school limds 

are daily being sacrificed. It seems that the coralssioners in many 

instances are eager for a wholesale disposal of the lands. The lands 

are converted into money, but no schools are established. 

1. In Article IX of the Constitution of 1868, we find the first 
provision for levying a tax upon personal property in Arkansas 
for the support of public schools. Thorpe: Amcr. Charters, 
ConstJWnfction and Organic Laws, 1492-1208, Gol.l, pp. yi2-yi'^ . 

2. The whole Teri-itorial revenue from October 1, 1827, to October 1, 
1829, was but .^15,056.91. The total property valuation in 1842 
T/as y22,502,990.00 and the total tax collected for all purposes 
was •j;30,492.00. Shlnn: Hist, of Ed. in Ark. pp .12-16. 

3. In this report, "r. Greer estimates that there were about 25 
common schools in the State, or^^^anizod and sustained out of the 
comr.-.on -school fund. House Journal, i860, p. 102. 



By a oombination of intoreotod persons, iiho Icuid may be frequently 

1 
aaorificod. 

The Hew and Sparsely settlod Conditions accentuate the 
Educational Indifferenoo of the People. Added to this lack of 

financial support was the new ojid sparoely settled condition of the 
State. The difficulties and dan^^^jera of frontier life were rrreat, 
the people were intensely preoccupied v/ith tho task of providing 
the imperative needs of eicistonce, and the opportunities for organ- 
isation v;ore few. As a result the peorle were little concerned 
with educational matters. Only about 25 per cent of the children 
in 1854 were enrolled in the public schools. Hov/ever, it is fair 

to say tiiat about 25 per cent were enrolled in the private or aca- 

2 
deoio schools of the State and in schools of other States. But 

when v.-e ra'Tieniber that this small per cont attended school only two 

or three rionths in the year, the condition of the common-schools 

in tho state presents a painful and gloomcr picture. Ija. indifferent 

attitude of public mind on the subject of education is a greater 

hindrance to the organisation of aji efficient public school system 

than a deficiency in the financial support. Indifference on the 

part of the people inculcates indifference on the part of officials. 

Tho report of the State School Commissioner for 18^4-5^ makes no 

attempt to give the statistics of sohoola, booauso only about ono- 

1- In the HoizRe Journal 1864, p. 88 v;e find a severed indictment 
of the antcbellun management of these lands, by tho chairman 
of the committee on education, in connection witli the report 
of tr.o comnlttee to the lloune. He gays "They have mismanaged 
and squandered to a ,^eat extent the appropriations or donations 
made by the United States to this State for school pur>oso3v>; . . 
V/e have had over 1,000 acres of land appropriated in thia state 
to pitrposes ox education, but under the manajonont of our public 
functionaries it has amounted to almost nothins." 

2. Shinn: Hist, of Ed. in Ark. p. 20. 



6. 

half of the coiintios reported and thoea reports for the moat 
part were vagao. Indifferent and xmnatlsfaotory. Governor Henry 
M. Hector in his noasage to the General Assembly reports that out 
of 55 county common-school commissioners only ^ made reports to the 
State school cominissioner, jmd only one of these gave the required 
information. Cert- .inly such conditions coiad obtain only under a 
spirit of general indifference to the Ciuestion of public education. 
An idea of the sparsely settled condition can be had from Table II. 

1 





TABIiE II 


• 


POPULATION . 




Year 


V,-hite 


Coloi'ed 


Total :;' of Increase 
since last 
c onsus . 


popula- 
tion . 


l|2^ 
lg^9 

1840 

1850 

i8bo 


12.579 

25.671 

77,174 

162,189 


1,67b 

4.717 
20,400 
47.708 

111.259 


14.255 
50,-:)88 

97.574 
209,897 

4/^.502 


113.1 
221.1 

115.1 
107.5 


0.26 



Here it is seen that the population averaged O.26 per square mile in 

1820, 0.3 in 1850, 1.8 in 1840, 4 in 1850, and 8.2 in i860. In 

1854, the number of children bct^voen the ages of b and 21 averaged 

2 
loss than one child to the square mile; in i860, the niambor was 

5 
only about three and one-third children to the square mile. 

Adult Illiteracy. Table llighows the deplorable condition 
of illiteracy a;:iong the white adult population of Arkansas during 
the antebellum period: 



1. Statistics from the U. S. Census Koport. 

2. The Arkansas State census report for 1854 f-lros the number 
of children in the State under 21 years of age as 6l,;)82. 
This would moan somcthinj: like 40,000 between the a^es of b 
and 21. 

3. The United States census report for l8b0 gives the number 

of children in Arkrjisas bet-ween the ages of 5 and 20 as 178,174 • 



7. 



TABLE III . 



iliit.':racy. 





1840 


1850 


i860 


Number of TJhltos over 20 years 
of ago . 


;io.555 


^5.595 


1:^^.785 


" of Illiterate '.Tiltes over 
20 years of age 


6.567 


16.809 


23.642 


Per Cent of Illiteracy 


21.5 


25.7 


17.6 



!Dhla largo per cent of white adults over 20 years of 
age who oould not read and write accounts in large measure for the 
abnormal indifference of the people to education, especially public 
education supported by general taxation. 

Education and Heligion. Historically speaking, educa- 
tion and religion v/ere regarded as inseparable. And even after 
imperative conditions had forced a separation, there still obtained 
the old idea that education, like religion, was a matter of individ- 
ual and parental concern. Hence the State had no right to inter- 
fere with education and no obligation to support it. 

Educational Kosources. Table IV shov/s the educational 
resources of the State, including the colleges and acadoraios as 
well as the public nchools. V.'e find from this Table that the 
average annual income for each public school, in 1850, was approx- 
imately VI24.OO; while, in i860, it was approximately ,,1^6.00. Prom 
the returns it Is i ipossiblo to distinguish definitely between the 
various sources of income, for it is not certain but what somo 
"public funds" are included in what is otilled "other sources." Con- 



1. Statistics from U. S. Census Report. 



1 



TABLE IV. KDUCATIONAI. STATISTICS. 



8, 










1820 

l8i)0 
1840 
1850 
l8bO, 



3 
4 



14 
9 



150 0^.100 
225: 5.585 



8 

90 

109 



126 
168 



500 

2.407 
4,415 



$g.937 



14t) 



115 

;55 
727 



355 
757 



2.614 

8,49^ 1 ^45,763 
19.242 120.61^ 



sequontly, it is irapoosiblo to distinguish definitely between what 
are called "puhlic schools" and what are called "academies." Certain- 
ly, it is known that not all of the 727 public schools used public 
funds. According to the report of S.M. V/oaver. secretary of state 
and ox-officio State school conrnlssionor. for 1859-60, there were 
only 25 corar-.on schools organised and kept up in the state from the 
comnon-school fund. 

Retrospection. Prom the above brief survey, one is 

necessarily convinced tff the utter woalcnoss of the public school 
system of Arkansas dui-ing the entire antebellum period. The people 
still believed that eduaitlon was an advantage or lusury to be 
paid for by those who enjoyed it. Those who did not feel inclined 

to participate in the luxury of education, of course, were under no 

5 
obligation to support it. 

1. From U.S. Census Report 

2. House journcJ. . i860, p . 102 

5. The recommendation of Gov. Ellas H. Conway, in hie message to 

the General Assembly, lie. 1854. thot "the coujity court be author- 
ized, when the county so desired, to appropriate the poll tax 
for primary education" shows, however, that the modern idea of 
public taxation for the support of schools was boginjiins to be 
considered. 



'y 



-r 





H 



t 



^ t 



9. 



Thoy did not realise that it was an imperative necessity and, 
therefore, should be demanded from th© state as a right. They did 
not realise that public oducation supported hy general taxation 
contributes to the highest v;ell -being of all, and that a liberal 
democracy reouires all to share in the support of public institu- 
tions whether they arc directly or indirectly benefitted thereby. 

LIT. Weeks, in commenting izpon this period, says that the 
people of Arkansas, under the influence of tradition and the spirit 
of the age, had not diagnosed the fatal \7ea3mess of their system 

and were trying to work out their educational problems by means of 

1 2 

empirical methods. Again, he says, "The State still regarded 

the business of education as private, personal, optional, patri- 
archal, aristocratic and religious. The consciousness of social 
solidarity had not dawnod, and the State felt under little educa- 
tional obligation to the rising generation." 

The Period fron l86l to 1874. 

The Civil "/ar Period. \1 though the system of public 
school education in Arkansas during the antebellum period was em- 

c 

harassed by several serious factors, any one of which was calcu- 
lated to prevent an ultimate developmont of oven mediocre efficiency, 
we find from the preoeeding section that some gratifying progress 
had been made. The Act of 1853 together with subsequent amendments 
affected some degree of organisction and showed that the people 
were being aroused from their long lethargy of educational indif- 
ference. The principles of public taxation and of centralized 

1. oeks: Hist, of Pub. Sch. Ed. in Ark. p. 24 

2. Ibid. p. 46 



10 

supervision vrore dawning; and, although the experience of the 
entire period was frought at every stage with costly mistakes, 
novertheleso the people v/ore slowly working out their educational 
prohloma and gradually approaching the goal of imiversal educa- 
tion. 

With the Act of Secession all interest in educaation 
bocaine ahsorbod in the crim realities of war. Ulie children were 
kept at home and -Qie schools disbandod. ITie Federal Government 
3002 gained control of practically all of the State and retained it 
throughout the war. ^e school system, including both the aca- 
demies and the public schools, was v/iped out of existence. leader 
a proclamation of President Lincoln, December 8, I865, the con- 
quered districts wore given authority to renew their allegiance 
to the Union and form a new state government. Accordingly, a con- 
vention of the old citizens met at Little Rook, January 4-23, 1864, 
and drew up a constitution for the reconstructed State. The new 
constitution made no attempt to revise the educational laws, but 
simply reproduced the educational sections of the constitution of 
1856. 

Isaac Mirrphy was chosen provisional ~o vomer by the 
convention and inaugurated January 20, 1864. He was then elected 
for a term of four years by popular vote of the people and again 
inaugurated April 18, 1864. In his message to this Union legisla- 
ture, Governor Murphy recommended that it be made the duty of the 

State to support such a school system that every child mi£-ht have 

1 
an opportuoiity of acquiring a good education. 

1. House Journal, l8b4, p. 21. 



11 

On May 28, 1864, a bill waa introduood in the Senate to axaond the 

constitution so that one riill on ovary dollar's worth of taxihle 

property should be sot aside as a oorornon -school fimd to bo used 

1 
for lands fond buildings. The Houso committee on education re- 

oomnended tho appointment of a State supcrintendont and the creation 

of a comraon-sohool fund from an ad valorem tartation of all proper- 

2 
ty. Hov/ovcr, nothing definite v;as done by this losislature in 

the vray of school legislation, and the school system of the State 
passed another two years of painful existence. 

The COOTflon-School Law. of 1867 . The assembly of 

1866-67 waa derisively styled the "rebel" legislaturG, because it 
waa made up almost wholly of old Confederates. These old soldiers 
had tried the ontebellura system and had seen its Ignominious fail- 
ure. They now clearly reallaed that public taxation was absolutely 
necessary for public education. Accordingly, an Act, entitled "An 
Act to establish a conEaon-school system in the State", v/as passed 
March 18, 1867, providing a tax of two mills on the dollar upon 
the property valuation of the State, This law is memorable not only 
for the fact that it established public education upon a basis of 
public taxation for the first time in the history of the State, but 
also for the fact that it "has since become in many respects the 
organic basis of public education in Arkansas." Ajaong other 
things, this law extended its privileges to white children only, 
provided for the election of a auiJerintendont of public instruction 
and a coimty school coinnissloner in each county beginning with the 
general election in 1868, constituted each Congressional township 

1. Senate Journal, 1864, pp. 180-182 

2. House Journal, 1864, pp. 87-96. 



12 

a aohool distriot, enabled any incorporated town to booome a 

aohool distriot, and provided for the elGotion of three trustees 

in each school distriot . 

Under the provisions of this law, the people at onoe oet 

about establishing a public school system on a firm financial 

basiB* !Ehe school tax revenue from April 2^, 1867, to July 1^, 1868, 

1 
amounted to Q^,&J^,j2 . Mr. Shina says, "School commissioners and 

trustees were elected and tiany schools were opened under the new 

"2 
law, but the operation of the law v/as short-lived because of the 

"Reconsti-uotion Act", passed by Congress on !.!aroh 2, 1867. !l?his 
Act declared that no legal government existed in Arlransas and cer- 
tain other "rebel" States. Accordingly, the civil authority of 
Arkansas was set aside, and the State v/as made a subnilitary dis- 
trict under the command of General Alvan C. Gillem, The troubles 
growing out of martial law necessarily nullified the operation of 
wise provision of the new school law. 

Ihe Reconstruction Period, l868-i874. Under author- 
ity of the Federal P.econstniction Act of 1867, an eloction was 
held for a constitutional convention and, as the Confederates wore 
disfranchised, the convention was made up of men who had moved into 
the State from Union States c.fter the war. The Reconstruction con- 
vention met in Little Rock in January, 1868, and adopted a new 
constlt-ution which went into effect on April 1, 1868. It incorpor- 
ated a prolix and detailed article of nine sections on education. 
A little later, July 2;;, 1868, the first Reconstruction legislature 
passed a common-school law, containing 107 sections. On the whole, 

1. atate AMitor's Report, l868,pp.41-4:? . This was the first 
general school tax ever levied in the State of Arkansas. 

2. shlnn: Hist, of Ed. in Ark. p. :)8 



1;) 



tho eduoational provisions of the Ilooonstruotion regime were 

broad and ooraprohensivo, and had thoy gone into operation imdor 

V, free vote of the citizens of the State instead of xmder martial 

law of the Reoonstructlon regime, they doubtless would have aooom- 

plished good resiilts. They were not necessarily evolved out of 

the thought and exi-jerionce of their frunors, but were moiolled upon 

the legislation oharacteristio of that generation. They were also 

of 
very similar to the educational provisions^ the common-school law 

passed by the "rebel" legislature of 1867. A oomparison of these 

two systems is given as follov/s: 



Common-Bohool Law of 1867 

(Enacted by the "Rebel" Legis- 
lature.) 

I . Sstended to white children 
only, botv;een the figes of 
6 and 21, 

II. In addition to the perma- 
nent school fund derived 
from public lands, etc. 
the law provided a tax of 
2 mills on the dollar upon 
the property valuations of 
the State. 



Common-School Law of 1868. 

(Enacted by the Reconstruction 
legislature) 

I . Extended to all (both white 
and black) children, between 
the ages of 5 aiid 21. a?hore 
v/ore separate schools, 
however, for the races. 
II. In addition to the perma- 
nent oojiool fund derived 
from public lands, etc., 
the law provided three 
sources of revenue: 

1. A 2 mill tax as in the 
lew of 18671 

2. A poll tax of vl.OO 
5. A i^rinciple of local 

(county, tov,iislii:n or dis- 
trict) taxation^ to 
supplement the r^eneral 
fund, and also for build- 
i±g ejid furnishing school 
houses . 

III. a) Provided for the office of 

superintendent of public in- 
struction, 
b) Provided for a county schdol 
commissioner in each county. 

1. This was made a law March 25, 1871. 

2. The law of 1871 provided a local or district ootlonal taz of 
a maximum of 5 mills on the dollar for country" districts and 
It mills for city districts. 



u. 



lY. a) Er-oh congressional town- 
ship was a school die- 
tilct . 
h) Incorporated towns could 
bocomo a school district. 

V. There v/ore throo trustoea in 
each nohoul district, 
cl3cted by the oualifiod vot- 
tors of tho district. 



III. a) Continued the office of 
oaperlntendeut of public 
instruction. 

b) Provided for a board of 
coramon school oonmission- 
erD . 

c) Provided for a circuit 1 
suporintcndont of schools 
for each of the ten Ju- 
dici^a circuits of the 
State, to be appointed by 
the Governor. 

IV. a) Any toirritorlal uiiit 

could become a district, 
b) Incoi'porated tov.ias could 
become a school district. 

K 

V. fshero, were three directors 
in each school district 
elected by tho cualifiod vot- 
ers of tho district . 



VI . Proscribed the qualifications 
and duties of teachers. 

VII. Provided a teachers' insti- 
tute, the expense of which 
up to .^50 ^-is t^o ^<3 paid out 
of the common school fund of 
the county 



Educational Kesourcos. Table V shows the educational 
resources of the State during the period of Reconstruction; 



TABLE V. 



SCHOOL RESOURCES 



No. of Value * Total Enumor- 
Sohool School Salary of atlon 
Year Houses Houses Teachers 



Enroll 
ment 



f' of 
Enumer- 
llnrold . 



Total /imual 
Income 



1867 
l86fe 
1869 
1870 
1871 
1872 

1874 



*TT 



1.036 

llo data 



vG5,522.(>( 
$354,764 40,444.56 

for IIo . of teachers 



176,910 

180.274 
196,237 



194,314 
148,128 



67.412 

107,908 

69,927 

32,863 

59,587 



a. Currency 



61.0 
38.8 
16.6 

30.7 



$64,875.32 a 
300, 669. 6> b 
536,896.21 b 
488.783.70 b 

41;>.150.17 h 
210,176.64 b 

435.:^49.70 b 
fsorlp . 



l-The office of tho circuit suporintondent v/as abolished by the law 

of April 29,1873, and the office of county supt. substituted. 
2. Compiled from Reports of 3tate Supt. of Pub. Instr. sffor years indicated 



15 

At first clanoe it might aeon that the reoeipte as whown 
in this tablo v/ere aufflciont to x^rovide qulto saiisfaotory school 
facilities. But wo nust roraoraber that .300,000.00 was roquirod to 
pay the sjilary of the ton circuit super in tend or ts alone. In addi- 
tion there was the salary of the State Superintendent, the expenses 
incident to his office, and many incidental expenses connected with 
the administration of the echool system. Again the largo receipts 

after the first year were in scrip, which had dec eased to 55 cents 

1 
on the dollar by the end of the period . 

Hetrospeotio^. As has already been indicated in the first 
part of this section, the school system of Arkansas, including both 
toe private or academic and the public schools, was wiped out by 
the Civil V.'ar. i iTge number of the school houses had been destroy- 
ed and the school lUiids largely ixsurpod. Only part-payments had been 
made on much of the school lands sold prior to the war. During the 
war all records '^vere lost; hence it was impossible to know how much 
remained unpaid or to decide in whom the titles were vested. Homes 
had been ruined and the State made banJcrupt. Suoh were the condi- 
tions confronting the people of Arkansas at the close of the Civil 
War, out of which a school system was to bo built. In a vory short 
time conditions had changed entirely, and it was necessary for the 
people to divest themselves of their old ideas in order to meet the 
new conditions . !I!he people wont about this task as bravely as they 
had imdergone the hardships of the war, but the adaptation was ex- 
tremely slow. To be sure, there wore great men among them, who had 
diagnosed the weaknesses of their school system and saw clearly their 

1. Hoport of Supt. of ?ab. Ins. 1874, p. 5$ 

j^lTote on Table V, oolpmn 4 — These sums wore for the school years 
beginning in 1873 a^nd 1874 respectively. 



16. 

educational needs. Even boforc the war there were suoh men as 

Governor Conway, Governor Rector, Secretary Greer, and Secretary 

Weaver, who stood out in the forefront as great educational leaders. 

Realizing that education is the foundation of democr;icy, tlioy used 

their influence to a" ouse the people fro-i their indifference and to 

impress upon them the need of more elf ioient oohools. After the 

war there V7ere £;Teat educational leaders euoh as Governor 'Tarphy, 

Representative Earle, and Superintendent 3mitli, who realised that 

the schools of the past had been a flallure, that social oolidarity 

rested upon an enlightened people, thr.t uiiivorsal education was 

iisporativo, and that the State r.ust assume the recponsibillty of 

1 
training its citiaensliip . Mr. Weeks speaks of the General Asseribly 

which nrssod the famous school law of 1867, as being coraposed of 
men who v/cre able to realize the immense changes tliat had come into 
southern life as a result of the war, ....to divest themselves of 
the ideas under which they had been reared,... and to adapt them- 
selves and the organization of their government to tliece now condi- 
tions . But for the most part the people v:ere indifferent and non- 
progressive. "Ehe prevalence of illiteracy stood at 17 .6 per cent 
In i860, ond since there had been practically no schools from 1861 

to 1866 the illiteracy, especially anong the childron must have 

2 
been Increased during this period. Superintendent Smith Be.je that 

the common-school system vrca hankered by the "palpablo difficulty 

of getting properly educated and procTToaslve persons to :^ct as school 

t-rustces.'' Again, in speal^ing of tho school laws and means for 

1. weeks: Hist, of Pub. Sch. Ed. in Ark. p. 49. 

2. Report of Supt. of Pub. Ins. 1868, p. 49 



17 



educational devolopment in tho State, Mr. Sniith says - "for the 



Want of a proper co-operation on the part of tho poorilo, the whole 
enterprise proved a lamontable failure." Tho small per cent of en- 
rollment as compared with the enumeration shows that there was 

2 
great indifference to education on the part of the pconln Not 

only was there indifference and laol: of co-operation, "but in some 
instances there was bitter opposition. In some cases the county 
court refused to authorize the levy voted "by the people, while in 
other oases the people refused to allow the levy made by tho county 
court. 

The general feeling of hostility toward the Reconstruction 
Government throughout the South, was evidently manifest in Arkansas, 
and tended to accentuate the indifference of the peoyle to the ed- 
ucational system inaugurated by tho Heconstruotion regime in 1868. 
Of course, any failure on the part of the people to take advantage 
of the educational opportunities provided by the Reconstruct ion law, 
was detrimental to their intellectual development, but the sting of 
defeat and the odium of the Reconstruction rule could not be set 
aside. The operation of the Reconstruction Government was eztrava- 
gant in the extreme . The feature of the school law providing for 
ten district superintendents of schools, whose salary alone consximed 
nearly half the first year's revenue, was especially obnoxious to 
the people. Another thing particularly objectionallo was tho fact 

1. Report of Supt. of pub. Ins. 1868, p. 49 

2. See Table V. 

5. A fund of v20;>,92>,95, left in the treasury by the Ilurphy regime 
in 1868, was aeon exhausted; scrip was issued in such large quan- 
tities that its value fell to y^ cents on the dollar; and in 1874 
the State debt amounted to ^17. 000, 000. Shinn: Hist, of Ed. in 
Ark. pp. 42-45* 



18, 

that taxes were paid to the oolleotors in creenbaoke hut the col- 

leotors depoaitod the sorip of the State in the traaanry at huge 

1 
profits to themselves and infinite damage to the aoliools. inhere 

was also great dissatisfaction among the teachers, who were embar- 
rassed by the extremely lov7 value of the scrip in which their sal- 
aries were paid. Suofea condition not only falls to attract good 
teachers to the profession, either within or without the State, but 
actually drives good teachers into other fields of labor. The lack 
of good teachers, of course, materially weakeoas the efficiency of 
the schools, and the children suffer sorely thereby. Thus the 
depreciated revenue due to the speculation of the unscrupulous col- 
lectors, and the loss of many of the better teachers because of 
poor salaries was a double burden upon the schools . Finally, there 
was no little objection to the practice of trustees in many school 
districts of issuing warrants, during one term of office, in such 
great amounts that the revenue of several years was required to 
liquidate them. 

Althou^ the peo-rle looked upon the Reconstruction regime 
with disfavor, and, to some extent, refused to avail themselves of 
its educational advantages because of their ill-fe»ling, yet the 
student of this period Is led to the inevitable opinion that the 
greatest drawback to the whole situation is the ri'evalenco of illit- 
eraoj- and indifference to educational needs. There is an occasional 
bit of cheering news, as when Superintendent Smith speaks of "the 

1. The report of the Supt. of Pub. Ins. for 1871 , ^avo only 20 
comities out of 61 as roooiving an;; U. S. currency in their 
apportionment of school funds. This, however, was only a 
very small psirt. 



19 

hearty manner in whioh old citizens of the state ore giving their 
influonoo in support of free eohools," or when Superintendent 
Corlsin asserts that "opposition is dying out, ' but on the whole 
the educational system of the new regime had not quickened the life 
and thought of the people. A period of one and a half decades (the 
school life of a child) had not brought the masses visibly nearer 
the goal . 

Among a few of the educational leaders, however, there 
were many reasons for encouragement. Among them the Reconstruction 
period was fruitfiil in results. They were committed to the princi- 
ple of public taxation, in the form of a general State property 
tax, a general poll tax, and local taxes, and advocated a provision 
for the inviolability of this fund; they say the need of educating 
the whole people, both white and black. j\mone the teachers as a 
whole there was an awakened prof essi enable consoiousnoso as manifest 

in their institutes and associations. The beginnings of an eduoa- 

1 
tional press was another onooiuraging sign of improvement. 

The Period from 1874 to 1900. 

The Restoration of Home RuJe. As stated in the pre- 
ceding section the Eeconstructi'on government was ojctravagant . 
fund of s:i205,925.95, loft in the treasury by the ITurphy regime in 
1868, was soon eachausted; scrip was issued in such large quantities 

that its value finally fell to y. cents on the dollar; and in 1874 

2. 
the State debt amounted to vl7tOOO,000.00 . The county indebtedness 

also swelled to enormous proportions. In addition to extravagance, 

1. Superintendent Thomas Smith, foiinded and edited "The Arkansas 
Journal of Education" for at least three yeara, 1870-72. 

2. Shinn: Hist, of Ed. in Ark. pp. 42-43* 



20 



there were praotices of fraud and embesaCLomont, at least on a small 
scale, admitted by the loaders of the day. This grew to be intol- 
erable, and oulmlnatod in the Brooks-'Baxtor 7/ar of 1874. On May 14, 
1874, President Grant issued a proclamation rooocnizing the claims 
of the Conservatives under the leadership of Elisha Baxter, and at 
the same time ordering the Radicals or Reconstructionists under the 
leadership of Brooks to disperse. [Hhus Reconstruct ion in Arkansas 
was overthrown and Home ]^le restored. (The question of calling a 
constitutional convention was submitted to the people, by the legis- 
lature. An overwhelming vote wa3 oast in favor of a convention, and 
accordingly the convention met in Little Rock, July 14, 1874. A 
consttitution was adopted, and subraitted to the people on the 15th of 
the following October. Having been accepted by an almost unani- 
mous vote, the new constitution was officially adopted on October 
30, 1874 • ^e characteristic feature of this constitution, from a 
political standpoint, was the absence of all clauses pertaining to 
disfranchisement. Hence all citizens, both old and nev/, black and 

white, were privileged to meet u-non the same platform of political 

1 
equality. Chis constitution is still the organic law of the State. 

The Educational Provisions of the Constitution of l874- 
The sections on education as foimd in article XIV of this constitu- 
tion are as follows: 

Section I . Intelligonco and virtue being the safe- 
guards of liberty and the bulv/ark of a free and good 
govciToracnt , the State shall ever maintain a general, 

1. Weeks. Hist, of Pub, Bch. Ed. in Ark. p. 58 

2. A convention for the adoption of a new constitution ie in 
session nov;. 

3- Thorpe: Amer . Charters, Constitutions Jind Organic laws, 
1492-1908. Vol. 1, p. ^58. 



21 

suitable, and efflolont aystein of free sohoola 
whereby all persons in the State betv;een the 
ages of 6 and 21 years may roooivo gratutious 
instruction. 

Section II. llo money or property belongint^ to public 
Bohool fund, or to thia State for the benefit of 
BOhools or unlversitioG, shall over be used for 
any other than for the respootivo purpoaea to which 
it belongs. 

Section III . The general assembly shall provide by 
general laws for the support of conmon schools 
by taxes, which shall never exceed in any one 
year, 2 mills on the collar on the taxible pro- 
perty of the State, and by an annual per capita 
tax of v-l, to be assessed on every male inhabi- 
tant of this State over the ago of 21 years: 
Provided, The general assembly may by general law 
authorize school districts to levy by a vote of 
the qualified electors of ouch district a tax 
not to exceed 5 mills on the dollar in any one 
year for school purposes: Provided further, That 
no such tax shall be appropriated to any other 
purpose nor to any other district than that for 
which it was levied. 

Section IV. GJhe supervision of public schools and the 
execution of the laws regulating the same shall be 
vested in and confided to such officers as may bo 
provided for by the general assembly. 

Thus it will be seen that the organic law of the consti- 
tution embodied the principles of education, mentioned in the 
preceding section ( ) , as being those which had become fixed in 
the minds of the educational leaders during the Reconstruction 
regime; viz: the support of common schools by public taxation in 
the form of a general State property tax, an annual poll tax, and 
local taxes; the inviolability of all school funds; and the educa- 
tion of all the children of the State. 

The Interim from May 14, 1874, to December 7, 1875. 
The activities of the department of educational administration 
immediately preceding the overthrow of the Reconstruction rule were 



22. 

at a low o"b"b . The reports of the circuit super intend otto for 

1871-72 were oxtreraely meagre and imperfect . These men no douht 

1 
saw "the hand writing upon the wall" jmd wore content with as 

littlo labor as possible. The last report of Superintendent Cor- 
bin, Mai'oh 5. 1^74 , covering the period for the two school years 
1871-75 » contained little inforiaation of oon^arative value bocauoe 
of the iraqperfoctions of the subsidiary reports iipon v/hich it was 
based. Jill the administrative offices of the Reconstruction rule 
were abolished by the proclamation oi the president. May 14, 1874, 
restoring the power of the Conservatives , The new constitution of 
October 30, 1874, left the creation of the office of superintendent 
of schools to the discretion of the General Asseribly. No school 
laws were passed until the meeting of the second Assembly in De- 
cember, 1875. Eenoo there was no head of the school system, during 
this interval of eighteen months. Tliere was no formal superinten- 
dent's report for the two school years 1875-74 and 1874-75, and 
what little knowledge we have of this period comes from other 
sources. Itr. Weeks, in speaking of this period, says, "It seemed 
best to those in power to let the old system practically die and 
$hen build anew on the basis of home rule, honest money, conserva- 
tism in esqoenditures, and honesty in administration. Ho school 
law was passed by the first general assembly imder the new consti- 
tution. Perhaps sufficient time had not elapsed for the conserva^f 
tive element to orient itself to the new conditions of life, so 
unliko the patriarchal ways of the antebellum period." 

The School Law of 1875. On December 7, 187I;, the 

1. See note 1, p. 14 

2. Weeks: Hist, of Pub. Sch. Kd . in Ark. p. 60 



2$. 

aooond f;oneral assembly passed the first school law, under the 
restored Home Rule regime. !I?his school law of 1875 Is noted for 
the fact that it was tlie last general school law passed by the 
State and for the fact that it has served as the "basis of all sub- 
sequent educational legislation. 

!I!ho first and greatest item in this law pertained to re- 
venue, The other adnini strati vo items, as collated by Josiah H. 
Shinn, Superintendent of public Instruction 1890-1894, and embodied 
in the digest of school laws for the 'Vorld's Fair Association, -re 



as follows: 



1. Common school districts have three directors. 

2, Separate solool districts in Ineori:) orated towns 
have six directors . 

5. !rhe people elect all directors. 

4. The directors (a) select raid contract with teach- 
ers; (b) make all contracts; (c) erect houses; 
(d) visit schools; (e) take the enumeration; 
(f) make reports; (g) soloct text-books; (h) 
have general managonoiit of the schools; (i) re- 
ceive no salary. 

5. Kie county Judge appoints an ex.aminer for each 
county, (a) The exEuniner must hold a first-olaas 
license; (b) this lice^ise is grrjated upon an ex- 
amination conducted by the State superintendent; 

(c) his salary is paid by fee ;"ald by teachers; 

(d) he must have a high moral character. 

6. 2ho county judge alters school district linos, 
transfers pupils, and apportions the county tajces. 

7. She teacher riust hold a certificate before ho can 
make a legal contract. These certificates are 

of two ?-:inds: (a) State cei-tifioates; (b) county 
certificates. 

8. State cortificatee iiro granted only after an exam- 
ination conducted by the State superintendent. 

9. The branches upon which the e^zaraination is based 
are: (a) The common school branches; (b) Latin; 
(c) algnbra; (d) geometry; (e) physics; (f) rhe- 
toric; (g) natural history; (h) general history; 
(i) constitution of the United States; (j) consti- 
tution of Arkansas; (k) method of United States 
land survey; (1) theory and v>ractioc of teaching. 

10. iTo fee is charged for a State certificate. 

11. A State certificate lasts for life, but may be re- 
voked for cause. 

12. A State certificate is good in any ooujity in the 



24 



Stato. 

1^. County certificates aro ;^rintod only aftor an 
exaraination conduoted oy the comity examinor. 

14. The queotlona for those examinations aro uniform, 
and are furiilohod to oacli oxaniiier on printed 
slips in sufficient 'iiantitlou by the State Supor- 
intondont . 

15. IThe examinations are public ktic" "rterly. 

16. The branches arc roc-cIi2i{3, ortl .^iy, penmanship, 
aritliraotic, vrritten and mental, history of the 
Uiiited States, English graramiir, geography, and 
the methods of Unitod States survey. 

17. County cortificatos are of three grades: (a) First 
grade, good for tvro years; (b) Second grade, good 
for one year; (o) Third grade, good for six nonths . 

18. The requirements for a first grade are 85/^' in each 
of the studios, arit? ;etic, ^ar, and ortho- 
graphy, and an average of ot the rest. 

19 • The recxiirements for a second grade are 75/- in the 
three reouired branches, and an average of 75/^ in 
the rest. 

20. County certificates ore li;^ited to the county £pom 
v.-'iich they issue, and can not be endorsed or re- 
newed without examination. 

21. The fee for every county certificate ia ^'2.00, to 
be paid to the county treasurer before examination. 

22. lie certificate can be granted to any person — 

(a) Who is given to profanity, drunlceness, gamblins, 
licentiousness, or other demoralissing vices; 

(b) who does not bellove in the existence of a su- 
preme being . 

25. County certificates may bo reisnnrked by the county 
examiner for cause . 

24. Revocation of a certificate terminate all existing 
contracts of a teacher. 

25. Teachers are required to attend the coimty insti- 
tutes and the quarterly examination. 

26. Teachers are allowed their time wlille attending 
those meetings, not exceeding" ten days per annum. 

27. Directors must close the school during the regiilar 
sessions of the institute. 

28. In 1892 there wore 112 county institutes; the 
number of teachers attending was 510 j> . 

29. The State Superintendent (a) has a general suoor- 
vislon of all the schools; (b) prepares blojiks of 
all descriptions for use in the school; (c) appro- 
priate the State tax; (d) grunts Stato licenses; 
(e) examines county examiners; (f) interprets the 
school laws; (g) holds district normal institutes; 
(h) selects all apparatus purchased with State funds; 
(i) organi'^os eight district normal schools; (i) re- 
commends text-books; (k) is a member of a board, 
with the governor and secretary of State, to invest 
the permanent school fxind . 



25 

fund . 

50. The State sup or intend ont is oleoted biennially 
by the people . 

51. Ihe directors select the text-books for their 
respective districts, under a penalty of non- 
performance of duty. 

52. Books L:electod tjid adopted may not bo cliangod 
within three years imless a majority of the 
electors petition a change. 

55. ;:^ohools for the races are separate but of equal 

lenght . 
j)4« In negro districts the directors are usually 

of the negro race and control the nchools. 

With the above educational provisions, Arkansas starts 
out anew to develop a system of comnon schools. Prom this time 
down to the present time there has been no break in the historical 
continuity of the form of central administration In a Superinten- 
dent of Public Instruction, nor has there been any radical change 
in the administration of any Superintendent from that of his pre- 
decessor. Each has taken as a foundation r-z-on which to biilld, the 
conditions obtaining at the close of the preceding administration. 
To bo sure, we find in the progress of natmzal development, some 
administrations introducing and developing new lines of sictlvity 
and placing special emphasis upon certain ruestionK which had been 
more or less indifferently agitated in the past; but, in the main, 
the history of the educational policy in Arkansas, beginning vrith 
the enactment of the common school law of 1875, has been more or 
less uniform and continous . 

Conditions imitating Against the Successful 
Operation of the Law. 
Although Home rule had been restored, and the people had initiated 
a school system of their own, there were many things militating 
against its successful operation. 

First of all was the evil of depreciated currency. This 
evil was accompanied by a second one, the general proneness of the 



26. 

peoplo to go in dobt. Both these evils had been fastened upon 

the State by tlao Reconstruction regime, !,lr. G.W. Hill, the first 

Superintendent of Public Instruction imdor the law of 1875, in 

1 
speakine of this situation, says, in part, "A very pov/erful force — 

the depreciation of the v.slue of Sto.to scrip — has been militating 
against the common school interest for several years, and has almost 
destroyed it. In tho vake of a doi^reclatod currency, in which teach- 
ers were paid and by which schools v:ero attempted to be maintained, 
followed numerous attendant evils. 'B\o disooxiragement of school 
officers, complaint of the enemies to free schools, a somewhat reok- 
loss Incurring of dolrt, a loss of confidence in the minds of the 
people, and a partial abandonment of free schools by good teachers 
were all in its nmltitudlnous train. Under the circumsttmces most 
school districts had either to suspend their schools or become in- 
volved in debt, some did the former, others the latter." 

Added to the embarrassment of a depreciated currency was 
the general tendency of the people, under the optional local dis- 
trict taJrinr; clause, to refuse to vote all or any part of the 5 niill 
tax. 

Besides the financial troubles, there was the perplexing 
problem of tho county esarainer. An stipulated in the law, ho must 
hold a first-class license granted upon an examination conducted 
by the State Superintendent, examine teachers and certify to their 
qualifications, hold county institutes, visit schools, and make re- 
ports to the State Superintendent. His salary was practically neg- 
ligible, as it depended upon fees paid by the teachers. This high 
roquiroment with practically no reriuneration made it difficult to 

1. Report of Supt. of }>ub. Ins. 1 87 5-76, p. 5 



27 



find conpetont mon to aocopt the position. 

A fourth difficulty was the small district unit of 

admini strati on. This principle, of course, was a resultant of tho 

idea of democracy. Throe trustees for each of a multitudinous 

number of districts renders a system unwieldy. At this particular 

time the great numher of small units of administration wt'-s extremely 

unfortunate because of the fact that very few trustees had enou^ 

interest in educational matters to attend the annual school-district 

meetings or make the required reports to the coimty examiners . This 

condition made it possible for a few designing men to control the 

whole question of school management and school taxes,. 

Not only was it difficult to secure competent county ex- 
aminers, interested and intelligent trustees, and other capable 
school officers, but it was also difficult to secure teachers who 
had smy special preparation or interest in the profession. This 
lack of professional interest on the part of the teachers was re- 
sponsible in large measure for the unpopularity and inefficient 
character of the county institutes conducted by the county oxsminors 
and of the district normal institutes conducted by the State Super- 
intendent. 

No little opposition to the public school system came 
from tho private school interests. Those operating private schools 
protested against the public schools on financial grounds, but hid 
this reason under the guise of a strong declaration of the sujierior- 
ity of the private schools to' the public schools. The supporters 
of the private schools, who would have themselves styled the "better 
class", opposed the public schools on the ground that they furnished 
occasion for an undesirable mixture of the various classes of society. 



28, 



Finally, we oeo from the 'icoompanyins outline of 

statistics, taken from Ltr . Hill^s report for the year ending Jiino 

30, 1865, that the r.chool soaeions v/ero short, the attendance was 

small and irregular, the revenue per child was totally Inadequate, 

and the average salary of teachers was so low that a majority of 

them must have "been very inefficient. This is a sad and painful 

commentary, for it reflects vividly the prevalence of ignorance and 

the general tone of indifforenco to education on the part of the 

inhabitants of a State which had now hoen in the Union for four 

decades. 

School population: 

YJhlte 106,352 

Colored 27,574 

Total (not differentiated in many 

counties) l89,l$0 

School attendance (many counties not 

reported) 15.890 

Teachers, total reported 4^1 

Salaries: 

Male sp28,783.01 

Female 4, d52 .20 

Total (not differentiated In many 

counties) 75,399.67 

Schoolhouaes: 

lirected during year 25 

Cost 3,957.12 

Erected before 1».>74 

cost (not value) 361,358.37 

Difficulties Peoiaiar to Mr. Hill's AdministtiiAlon, 
Deoomber 18, 1875 to October 13, 1878. 
Superintendent Hill's administration was the first tmdor a new demo- 
cratic regime which had suddenly evolved itself ^ifter the overthrow 
of a more or loss autocratic government, ind, in the nature of 
things, his administration was enciunbered by some difficulties 
?Silch did not obtain later. First of all, of coiirse, was the organ- 
isation of a new system and its operation under the direction of 



29 



Inexperienced officero . In the second place, there was the pro- 
blem of aeouring the cooperation of an indifferent people in the 
execution or operation of the lav/; and the still more :,:)erplexing 
problem of enforcing the law under such conditions. V/hile we 
think of The Common School Law of 1875, as being the "law of the 
people" issued under Home rule, we mast remember that this law owes 
its existence not so jiiaoh to the demands of the masses as to the 
efforts of a few leaders in the absence of opposition due to in- 
difference. Passinf:' laws under such conditions is quite different 
from enforcing them and securing cooperation in carrying out their 

provisions. In the third place, four general school laws had been 

1 
in operation during the last nine years, and three revolutions had 

2 
upset the government in the same tine. Naturally, there would 

not be the same tendency and disposition to obey and respect the 
law that would be found later when the people felt and realized 
"that the government which had issued the laws 'had come to stay'." 

Signs of Progress. With the close of Mr. Hill*s terra 
of office, we find the difficiilties mentioned above as peculiar 
to his administration largely roraovod. Purthernore, those men- 
tioned above as militating against the operation of the law, in 
general, were perceptibly diminished. Ur . Hill spent much of his 
time among the people doing personal work in the way of private 
discussions, public addresses, and conducting teachers' institutes, 
lluch good was also accomplished by his v.ritings upon educational 

1. She law of 1855, the law of 1867, the law of 1868, and 
the law of lf75. 

2. The Civil War of 1861, the in bion of the Reconstruction 
Governnont in 1868, and the Bii -Baxter v/ar of 1874. 



^0 

subjects, which can be found in the nowapapero of the day. In 

1 
his last annual report, l.lr. Hill reviews the prOtP:-oss made during 

his administration, from Deo. l8, 1875 to Oct. 1>, k878, and gives 
us an insiclit into the educational situation as it obtained after 
three yesirs of operation under the new law. Considering the con- 
ditions, the general pro{p:ess is more or less encouraging. He aays: 

"It is gratifying in presenting this, my third an- 
nual report, to record marked educational progress. There 
are many ovidenoes of this progress, some of whicli, in 
addition to the statistics v;lilcli accoi^pany this report, 
I give in detail: 

1 . There has been '_uite an increase in the nujaber 
of districts v;hich have voted the 5 rail! tax. 

2 . There is a more general demand for better 
teachers^ 

^. There is a disposition to agitate, to say the 
least, the matter of popular education. Our peojile are 
talicing about, writing about, thinlring about, the sxib- 
^eot. It is discoursed upon by our political leaders 
and speakers. It is diconssed ty our conventions called 
together to consider measures for the public good. It 
is e:xposed to public view in our nov/spapers. It is a 
frequent topic of conversation around the hearthstone. 

4. 'lore interest has been shown in the district 
annual school meetings. There has been a larger attend- 
ance of the electors at these meetings. A smaller number 
of districts have failed to hold these meetings tmd do 
the annual work of the district. A closer conformity 

to law has marked the conduct of thene annual meetings. 
Electors have been more interested in the character of 
these district officers. 

5. Electors in school districts*****have been more 
watchful in regard to the acts of their educational of- 
ficers. ITogloct of official duty has had lees chance to 
sleep undisturbed. Iftiwise exnonditures of school fu^ds 
have been less freruent. 

6. In addition to grer-ter faitlifulness of educa- 
tional officers secured by the watchful eye of public 
sentiment there has been increased efficiency in office, 
from the fact that educational officers have perceived 
more clearly the responsibilities of their position. 
They have felt more sensibly the weight of the obliga- 
tions resting tipon them**** 

7. The reports from directors and county examiners 
have been not only fuller, but more promptly made. Some 
few reports from county exaninora were received even be- 
fore the time prescribed by law. These facts evince a 
healthful condition of affairs and auger better tilings 
for the future. 

1. Report of Supt. of Pub. Ins. 1878, pp.l8-19 



8. More relianoo is plaood u]ion our free sohools 
for tlie eduoation of the youth of the State, irhore haa 
not been so much nood of subscription schools as here- 
tofore. Crur free soji.ooIs aro noro .^onorally patronJ.zed 
by the so-called "hotter class" of citisens. Prejudice 
on the groui;d that the free soliool is socially too demo- 
cratic, fel%* that it occasions too promiscuous a mixture of 
the various classes of society is "vvaidng. Our free 
schools are being recognized as the peers in efficiency 
of private schools, maintained by an e' ual oxpendltTzre of 
means. Indeed, in many cases — as in Little Hock, Pine _ 

Bluff, Helena, and other placoc — they are greatly superior." 

During the next four years (Administration of James L. 
Denton and Dunbar IT. Pope, 1878-1882) gratifying signs of progress 
are seen in the organization of city school systems in the larger 
towns, under the Act of February 4i 1869, authorizing "any incor- 
porated city or town" to organize as a single school district, 
with certain privileges and advantages. The problem of ungraded 
schools is officially taken up for the first time, and local school 
boards began to adopt the uniform series of text-books recommended 
by the State Superintendent in looO. 

Administration of Woodville E. (Dhompson, l882-l8§0. 
There was no constructive legislation of any significance during 
this administration. Prom a study of the reports covering these 
eight years, however, one is Iraprossed with the favorable tone of 
reaction of the peonle toward edacation. There was a general feel- 
ing that the educational system was too decentralized, the people 
had come to realize the need of more efficient officers and teachers, 
longer and better sohools, and were steadily increasing the re- 
venue by gradually availing themceSlres of the o-tlonal 5 mills 
local district tax. They were also Insisting upon a more general 

1. Report of State Supt. of T\iV. Inst. l877-l878,pp.5-7 

2. Little Rook was the first city to take advantage of this law, 

3. Weeks: Hist, of pub. soh. Ed. in Ark, p. 67. 



52. 

oolleotion of the poll tax. There was rnuoh agitation for the con- 
solidation of district schoolg and the furnishing of froo text-books. 
A few had cfvon raised tho cuostion of oompulsoiy attendance by ar- 
guing that it vTOiad cost no more to roaintain the fjohoola for ref^iQar 
attendance than for irregular attendance. By oompariGon with other 
states the people saw thoir backwardness cjid were discussing the 
advisability of a revision of the existing school lav/ to better their 
conditions. In the conclusion of his last report for the period, 
}5X, Thonrr:>son declares that "while the public school system is being 

improved from year to year there is an urgent demand for some 

1 
radical changes . " He attacks the district system and charges rauch 

of the weakness of the schools to the failure of the directors to 

perform their duties. 

The Administration of Joslah H. Shinn, 189O-I894. 

This quadrenium is the high water-mark of the period from 1875 "to 

1900. I!r. Shinn made a masterful plea to the legislature of 1O91, 

showing the need of better elementary schools. As a result of this 

plea and the general agitation for better schools at this time, the 

legislature appropriated $2,000.00 per annum for t"wo years, for 

the support of normal schools. The next legislature in iSg;^ raised 

the amount to v$,000,00. With this ,,10,000.00 together with other 

money , two State normal schools v;ere established and maintained 

for three years, and a third one for a year. In addition, six 

three-months district normal schools were operated each year. The 

State normal schools carried a three years' course of study for 

nine months each year; while the district normal schools made gen- 

1. Report of Supt. of Pub. Ins., I88-90, p. 60 

2. This money came from the Peabody trustees, and from 
private individunls. 



era! reviews of tho aubjeots requirod in tho exaininationa for 

county lioonso. Tho attendance at these normals started with over 

800 tho first year and increased to 142^ in ''894. This ntunber 

represented a little over 29 per cent of the white teachers in 

1894 • Clie interest in oounty institute work under the supervision 

of the coimty examiners ahowc o marked inoreasedfor the same period. 

In 1891, there were 7^ 0^ these institutes held, while there wore 

165 held in 1894. The attendanco for 1894 was 4,254. Mr. Shinn 

initiated the nractioo of holding regular Quarterly wxaminations 

1 
for teachers, and although tho practice v;as very unpopular for a 

while, at least, it had a wholosorao effect upon the profession. 
In 1891, a conrnittee was appointed from the State Teachers* Asso- 
ciation to devise a uniform mini um course of studies for the high 
schools of the State; this course fotmd favor with the high schools 

and was generally adopted. In his last 'bi-Oiiiiial report, Mr. Shinn 

2 
says of the school system; "It has won friends everywhere, and 

is today more deeply grotindod in the nffeotion of the whole peo-ole 

than any other departmont of government. It has £:TOwn hecause it 

met a demand for the widest dissemination of the prinoiples that 

underlie virtue and foster intelligence in order that citizens may 

be the "better prepared to understand and maintain the rights, duties, 

and obligations of s^ftfrage government." 

The Period from 1895-I9OO. The outstandinr: featnire of 

this period \7as the maintenance of a normal scho.l in each county 

for one month every year. 

1. This was the law of 1875, ^ut it had fallen into disuse. 

2. Report of Supt. of pub. Ins. 189^-94, p. 9 

5. These normals took the place of those mentioned above 
in connection with Ilr. rJiinn's administration. 



34. 



1 
The total expense of these normals was ylO.OOO.OO per year. In 



1899, a law applying to 4i) counties was passed permitting them to 
adopt tmiform textbooks. Illie efforts at uniform grading were pro- 
gressing. The queotions of oonsolidation and transportation and 
of countj-' sup or in tendency were gaining groiind. The period, as a 
whole, is characterized t)y the tfnitod efforts of educational leaders 
to enlighten the people upon iiie advantages of education. 

Tendencies Shown by Some Statistical Tables. From a 
survey of the above conditions, we ;;et a general idea of the educa- 
tional tendencies in Arkansas during the period from 1875-19OO. 
This general tendency is made more vivid and specific by a study of 
the following tables. 

lb was shown in Table I that the sources of Arkansas* 
■opulation due to migration from other states up to i860, were 
chiefly southern. That the chief source of migration from other 
states continues to oe chiefly southern is shown by Table VI. This 
condition evidently affected tho school system, very materially, 
for the reasons mentioned, with the dlacussion of the facts revealed 
by Table I. 

Table VII shows, from the small average attendance and 
the small amount of revenue, that the school conditions wore far 
from satisfactory. 

1. In 1899, these county normals vyero discontinued because of the 
failure of the legislature to provide an appro vriati on for 
their maintenance. The argument against them, as advanced by 
political demagogues, was class legislation. 



35 



TABIE VI. 
nativity of Immigxanta to Arkansas. 



Natives of 


1870 


1880 


1890 


1900 


1. South Carolina 


13.805 


15.107„ 


21, 125 


17.230 


2 . Mississippi 


22.086 


35. 248 


51. 510 


54. 986 


3 . Florida 


536 


445 


523 


589 


4. Ala'bama 


28,317 


39,015 


43.265 


39.938 


5. Georgia 


25.232 


3b, 715 

9.649 

10,860 


37,726 


32,902 


D. loulsana 
7. Toxaa 
0. Yirginia 


4.909 
6.617 


12.416 

14,622 


19,844 
19.496 


18,480 


13.272 


11,950 


8.745 


9. north Carolina 


19.727 


24,^41 


20,037 


10. Tennessee 


66,561 


87.595 


95.941 


84,644 



OJotals 



Total Population of 










Arkansas 


484.284 


602,197 


1,127.869 


1.311,436 


natives of Other 










Southern States 


198.189 


267,629 


313.719 


298,411 


natives of JQ.1 Other 










States 


246,539 


355,491 


431.800 


442,560 


Per cent of pop. 










Natives of Other 










Sou13iem States 


40.9 


33.3 


27.8 


22.7 


Per cent of Poii . Hat. 










of All Other States. 


51.1 


44.3 


38.1 


33.7 



1. From U. S. Census Report 



3b. 



TABLE TEI. PUBLIC SCHOOL STATISTICS. 



Total 
School 
foar Popula- 
tion 



Total SctLOol 

Enrollment 



Avorace Soliool 
Attendance 



/ 



Number 



l87 
l87 
l87 
l87 

l8' 
16 
l88i 
l882 

L883 

im 
1885 
188G 
1887 
1888 
1889 
1890 
1891 
1892 
1895 

1894 
1895 
1696 

1898 

1899 
1900 



168,929 

189, IbO 

20^,557 

21b. 475 
2^6,600 

247.457 
272,841 
289.617 
^^04,962 

52-^.945 
$58,506 
^8,006 
""".756 
29 
404.379 
405.5^ 
418.56 
422,252 

425.549 
456.555 
448,041 
456.756 
463.565 
465.56^ 
472.508 

484. 619 



588I1; 



15.890 

33.570 

3;'.74o 

55,049 

70.973 

98.744 

117,^96 

112,233 

153.216 

164.757 

175.955 

185.095 

202.754 

216.152 

205.252 
242.117 
251,452 
264.576 
285,159 
292.505 
296.575 
519,05! 
-^03,8oB 

301.387 
314,^62 



Per 
cent 
Total 
Sch. 

pop. 



lliunber 



8.4 
16.^ 

15-5 

28.3 
36.1 

40.6 

36.4 

48 ib 

49.1 
48.4 

52.2 

53.4 
50.6 

57.8 

59.5 
62.1 

65.3 
65.1 

in 

67.4 
65.7 

64.9 



56.291 



123,625 
140.445 
145.855 
166,544 
170,410 
171.948 
197,510 
191.447 
177.307 
195.401 



To7 



-rf- 



oT-^ 
Enrol. Sch. 
in av.. Pop. 
At ten--' In 
dance Av. 

Attena 



48.0 



51.0 

55.8 

55.1 

58.3 
58.2 

58.1 
61.9 
65.0 
58. 8 
62.1 



19.4 



29.5 

:,5.2 

34.5 
38.1 

37.8 
37.6 
42.6 

41.1 
57.5 

40.3 



Total 

School 

Hovenue 



40.444 
302,670 
269,621 
276, 6A7 

271,1^4 
2fc.471 
710.401 
722.371 

740. 2A4 

963 , 660 

1.199.005 

1.327.710 

1.533.147 
1.383.209 
1.433.^65 

1,622,510 
1.679.666 
1.739.586 
1.685.744 
1.700,734 
1.599.257 
1.675,991 
1,779,695 
"61,820 



I-} 



'61,19 

2,005,241 



Revenue 

per 
Child 



^0.24 
1.60 
1.32 
1.27 

1.15 
145 
2.60 

2.49 
2.42 

2.97 
^25 

3.71 
3.53 

3-54 
3.54 
4.00 
4.01 
4.12 
3.94 

;>.66 

i.s. 

3.7 

3-51 
4.13 



1. Prom Reports of Supt. of Pub. Ins. for the years Indicated 



37. 

Eetrospection. \7hon we take into aocount the faot that 
raaoh of the population of Arkansas was born of parents from other 
States, and therefore imhlhed more or less of their educational 
ideals, Table VI shov/s us at once how largely the educational deve- 
lopment of Arkansas has been affected by the ideals of the Old South. 
The typo of education found in the older southern States during the 
last quarter of the nineteenth century would natarally be found in 
Arkansas. The same difficulties facing the development of education 
and the same signs of projf^ress found in the older southern States 
would also be found in Arkansas. It is not surprising, therefore, 
to find the educational development of Arkansas far behind that of 
the United States talren as a vrhole. 

Table VII is solf-exi;)lanatory . It shovTS clearly and 
foroeably the real basio difficulties standing in the way of educa- 
tional progress in Arkansas. These difficulties may be summed up 
in three statements: 

(1) The total school enrollment has not averaged 
higher than practically 65 per cent of the 
total school population. 

(2) The attendance of those enrolled has not aver- 
aged higher than practically 62 per cent; this 
megjis that only about 40 per cent of the total 
school population is in average attendance. 

(3) The revenue of practically si'4.00 per child, an- 
nually, is totally insufficient to maintain ade- 
quate educational facilities. 

Hence, it is easy to see that moro interest in education 
and more revenue for the support of schools are iniporative. 



58. 



Cliapter II . 
Admlnlotratlons . 

The public schools of the State of Arkansas axe in the 

hands of an official known as Superintendent of Public Instruction. 

1 
He is elected hy popular vote and his term of office covore a 

period of two yetirs . (The nine administrations covering the period 

from 1900 to 1918 were in charge of four Superintendents of public 

Instruction. Their names and dates of administration were as 

follows: 

Doyne, J.J. October ^0,1900 to October pO,1902; 

Hineraon, John H October ^0,1901^ to October j;0,1906; 

Doyne, J.J October >0,1906 to July 1, 1908; 2 

Cook, Geo. B July 1, 1908 to October ^0,191^: 

Bond, J.l October >0,l9l6,to 

Administration of J.J. Doyne, 1 900-1 902. 

LJr. Doyne began this administration as his second term, 

having served during the preceding biennial period from 1898 to 

1900. The school system during his administration was "auickened 

5 
and advanced upon all lines which characterize a healthy growth". 

Aot-ual Oonditione. This administration bogand under 

depressing conditions. The county normal schools, which had teen 

4 
established in lo95 and held for a month each year in nearly 

1. The tern of office of the Superintendent of pub. Ins. is the 
same as that of other State officials . It begins on the 
thirtieth of October of even years. 

2. J.J. Doyne resigned before the ospiration of his term to assume 
the duties as President of the newly established state normal 
School. 

5. RetDort of Committee on Resolutions, State Teachers Association, 

1902. 
4. The sxun of ...10,000.00 per year waa appropriated for these 

county normcls. 



59. 



oTory county of the atato, wore diDoontinued after four yeara of 
good work, by failure of the legialat-ure of 1899 to moke the 
neocssary appropriation. The main arcrument advanced by tho legia- 
lators for the discontinuance of this appropriation was that the 
maintenance of normal schools was class legislation. The Peabody 
Institutes held during Mr. Doyne's first administaration, 1898-190O, 
had also been discontinued, ffliey had been established by the Pea- 
body Board for the purpose of covering: the work of the discontinued 
normal schools, just mentioned, furthermore, the Board had v/aived 

its policy of aiding only those States which wore willing to help 

1 
themselves, and donated the sum of i^'^.OOO to establish these in- 
stitutes without any help on the part of the State of Arkansas. 
Those institutes were poorly attended; the average attendance the 
first year Vv-as only l802 while for the next year it was only 1532, 
Realizing that the attendance was not great enough nor sufficiently 
distributed over tho State to justify a continuance of the donation, 
and in as much as the State had failod to supplement the funds, the 
Peabody trustees withdrew their support from the Institutes after 
two years . 

In addition to the lack of interest in the training of 
teachers and an appreciation of the need and value of efficient 
teachers, as manifest in the two cai^os cited above, we find other 

things of a depressing nature. The attendance at the state and 

1 
county educational meetings was poor. Less than one in twenty-five 

white teaoliors attended the State Teachers' Association at Pino 

Bluff in June, 1900. Twenty-nine counties hold no Teachers' Iii- 

1. Report of Supt. of Pub. Ins. 1699-1900, p.l9 

2. Proceedings of tho Ark. State Teachers' Assoc . 19OO. 



59a 

stitutos at all. In the remalnlnc forty-aiz counties where auoh 
Institutes were held the poroentace of attondance was only 6j. 

The reason for this low attendance at the State and cotmty insti- 

1 
tutcs is attributed by Hr. Doyne to two things: (1) tho indif- 
ference cind even objection on the part of directors to tho teachers 
leaTins their schools to attend these gatherings; (2) the feeling 
on the part of toaohors that the noetinjijs were not helpful and there- 
fore inota-rod needless Gxpeneo. From a study of the reports of the 
county exaniners contained in the Superintendent's Report for 1899- 
1900, wo find jTUch complaint that the teachers lacked professional 
training and were leaving the profession for laore lucrative work 
to be foujid in other fields. In other vTords tho teaching profession 
with its low reiiuirements was being made a stepping stone to otiicr 
professions. Purthermore , the complaint was constantly mrtdo by 
the ezarainers that the reports of the directors were very inaccur- 
ate and often delayed. Oooasionally, there was an indictment of 
the people as a whole for their lack of interest in educational 
affairs . 

A further proof of tho unsatisfactory condition of ed- 
ucational affairs is found, implied or ezplicitjy stated, in tho 
Superintendent's Report for 1899-1900 (pp.7-10), notice the im- 
plication in the following quotation: "The progress of our school 
systan is in the hands of our lawmakers, but as long as the question 
of policy is to govern, we cnist not hope for ratioh advancement. 
lEhat our school law needs a tliorough revision he (the legislator) 
will readily decide when once he endeavors to interpret its various 

1. Report of Supt. of pub. Ins. 1899-190O. p. 2?. 



40 

provisions. The stunbling block in the way of noro ef footivo 
legislation has all alone boon a lacJ. of information ox the jiropor 
sort, and a dependence upon opinions formed without matrire st-udy 
of the question in hand. In other v/ords, tho dread cruostion of 
G^qjonce conironts tho othorwiao willing lecislator, and he sees 
only the present, nor can his eyes ho lifted to the inmdrod-fold 
harvest that in tho future shall bless the efforts put forth in 
his day." 

Ihis some criticism of the legislators is very forcibly 
stated in tho next biennial report, 1901-1902, p. 29, as follOT/s: 
"That they (the legislators) are sincere in their actions and 
patriotic in their efforts, no one will deny. It does seera, how- 
ever, that the pleas end. inportunlttes of the best educators of 
the State, which havo come before our logislaturo from time to 
time, shoiild deserve some recognition. Ilfhese men havo mr.de a study 
of the school system in the light of their own experience and the 
knowledge obtained by a study of the system of other States. They 
have reached certain conclusion, and it is their firm belief that 
our school system can be best advanced by the adoption of laws 
lookin>'7 to effective county supervision and the establishment of 
normal schools in the State." 

The unsatisfactory conditions are explicitly stated in 
the following: "Uhtil provision has been made for ceouring to 
every child mentally and physically capable of receiving the same, 
irrespective of color or condition, the opportunity to secure a 
fair English education, the public schools ore not doing the whole 
work exnoctod of then. The gro\7th of the city school has been 
marked, and the demands of its patronage are being steadily met 



41 



"by means of the Incroaaed facllltiGS for "botterinfj its condition. 
On tho othor liand, the progroBB in the rural aohoolo has been slow 
and l)y no means steady. Yet above every other oonslderntlons its 
claims should receive attention at the hands of the peonlo. The 
rural school, it is evident, must continue to supijly the education 
to be received by a majority of our population. Of ri«^t then 
should they be placed on equal footing with the city schools, IThls 
can never be done, however, under existing conditions, llfiny 
causes prevent." Among the causes eniuncratod were: the lack of 
revenue, the formation of nanj?- small districts without regard to 
ability of the districts affected to maintain schools, the trans- 
fer of taxes to wealtiiy districts leaving those from ■nhioh the 
transfer was made in a deplorable condition, look of legiiSlation 
requiring ?.n equable ad;)ustinGnt of funds whereby the strong should 

help the weak, lacl; of prading where one teacher does all grades 

1 
of work lack of high schools, otc . Again, I!r. Doyne says: " A 

comparison of our nchool system with those of other States forces 

us to the conclusion that, as long as tho children of other States 

are granted longer terms of school, oompotent county supervision, 

normal schools for tho training of teachers, and other advantages 

that are at present denied to our pupils, the struggle will be un- 

unequal, and the highest measure of success can not be espected 

for those whose advantages are more limited." 

Evidences of Growth and Progress. Although IJJ- . Doyne, 

during his first administration, had very forcibly outlined the 

conditions and needs of the rural schools and had urged as a 

1. Report of Supt. of Pub. Ins. I899-OO. p. 29. 



42. 



means of their Improvonant tho adoption of county supervision, 
compulsory education, tho logislaturo of 19OI passed no conatBuo- 
tivc school laws. There v/as, hov.'ever, sonie pro;>ro80 made during 
this administration. l!h.e attendance at the State and oou-.ity educa- 
tional meetings s:io..od c ansiderahle im^^rovojaent . Tho ratio of 
attendance at the State Teaclaers ' Association to the number of 
teachers In the "tate had increased fror. 1:25 in 1900 to 1:122 in 
1902. Prom the biennical reports, v;e find that the number of 
Teachers' Institutes held to the various counties had increased 
fron 77 to 1900 to 94 in 1902, while the per cent of attendance at 
these institutes had increased from 63 in 190O to 75 in 1902, 
There v/as also a steadily gror/in,'' demand for efficient teachers and 

the directors rere seeking teachers v^ho had training in normal 

1 
schools or institute work. There was an increasing interest In 

the organisation of special school districts in tho towns and 
cities, as tho special school district jave certain advantages 
which could not well be secured in common school districts. The 
law providing for the organiaation of special school districts 
had been in existence a number of years bud it did not seera to 
have been considered seriously until the present time, llo men- 
tion is made of 3peci--;l school districts in the report for tho 

2 
biennial period from 1697 to 1898. /imong the previsions of tho 

law creating special districts may be mentioned the follovd.ng: 

1. The nimber of directors is increased to 
six. 

2. Full power is given to the board as to 
ijurchase. 

1. Report of Supt. of Pub. Ins. 1901-02. p. 14. 

2. Ibid. p. 17 



43 

3. Provision io made for hlsh achool v/ork. 

4 . The "board adopts text-books . 

5. Non-rosidont pupils mo^ he admittod. 

6. A board of visitors Is to bo ohoson. 

7. A graded course of study is to be adopted. 

8. iChe board is roqiilred to liald a raeotlng 
each month. 

While it can be seen from tho above that the special 
school district possessed distinct advantages over the corarion 
school districts, the form of the report to the state Superin- 
tendent by the comit-y examiners did not embody any definite in- 
formation as to these special districts and hence we have no 
official data from this source conccrnlns the fjdvantagos and 
benefits aotucally derived therefrom. From letters sent to the 

presidents and secretaries of the boards of the special school 

1 
districts by the State Superintendent, certain data was obtained 

as follows: 

1. number of special oohool districts 
formed 112 

2. Niunber of buildings in spooial 

school districts 212 

3. Value of buildings in special 

school districts §937 , 212 .00 

4. Value of furniture in those 

buildings 272,295.00 

5. Humber of white teachers employed.... 669 

6. Number of colored teachers " 202 

7. Number of white pupils enrolled 37t424 

8. Number of colored pupils enrolled... 13t^3S 

1. Report of Supt. of Pub. Ins. 1901-02, pp. 88-94 



44 



IThe rcaults v,-ere oven tettor than shown by the above 
statlsticB because some of the dietrlcts made no reports at all 
while others made only partial reports. 

Sohool Reforms Utged. Still recognising the very in- 
adequate conditions end imperative needs of the rural (common) 
schools, the administration, imdauntcd by the f'^.il-are of the 
legislature of 1901 to make any provisions for improvcmGnt , con- 
tinued to advocate and to luge the adoption of county supervision, 
the establishment of a State normal Echool, .?Jid the creation of 
compulsory attendance. The consolidation ox school districts and 
the transportation of pupils v/as also strongly advocated. (The 
importance and need of school libraries iras discussed. P.eooiamen- 
dations were made for an improvement ±n the countj^ uniformity 
text-book act of 1899 and in the certification of teachers. 

Administrations of John P. Hinemon, 1902-1906. 

?.!r. Hinemon 's tenure of office covered two terms, Oct. 

50, 1902 to Oct. 50, 1906, In this connection, Llajor R.H. Parham, 

1 
the honored nestor of Arkansas education, says: "An intelligent 

and well directed energy and activity has characterized the admini- 
stration during the term of offico of !.Ir. Hinemon." Ilr. T/eeks, of 

of 2 " 

the Uiiited States Bureau of Education, says Mr. Hinemon: He was 

aggressive, profressive, and virile; he v/as not awed by opposition, 
did not truckle to popular prejudice, and assumed that the public 

1. Parham; Thirty- three Years of Zd. 'Vork in Ark. p .6 

2. ^'eeks: Hist, of Pub. 3ch . Ed. in Ark. p.7o. 



45. 



school system was a necessity and that Its presence was already 
assured, an aasiimptlon that had not alv/ays "been ovidont in former 
reports." 

Actual Conditions. Thougii some inrprovements in educa- 
tional affairs were gradually beinf^ aoconplishod, tlio conditions 
were still very imsatisfactory. Prom the roports of the county 

ezziminers for the two teritffl ending respectively on June 50,1904, 

1 
and June jO, 190b, Mr. Hinemon macio the following compilation. 









_ "^~ ' 














190A 


1506 


(1) 


Schools 


with 


lOGB 


tlian 7 


pupils 


in 


daily 


atten 


dance 


104 


tf7 


(2) 


n 


n 




" 11 


ti 




II 


n 




m 


;T5 


(5) 


«t 


n 




" i6 


n 




n 


n 




954 


(4) 


ir 


n 




" 21 






II 


n 




1650 


1617 


(5) 
(6) 


tr 


n 




" 26 






IT 


tt 




2549 


2527 


!t 


R 




" 51 






II 


n 




5144 
5706 


2924 
5426 


^V 


n 


n 




" 56 






n 


n 




ih 


11 


11 




" 41 




n 


TI 


IT 




4054 


5707 



Since thei'e vv-ere approximately 700O schools in the State 
at taiat tine, it is easily seen what a large proportion of schools 
had aji extremely small average daily attendance, i'he very'harmful 
effects of such a multiplication of ornall school districts upon the 
entire edudational system of the i3tate la apparent to every one at 
all conversant with the disadvantaj^o of such districts. !i?he 
ahove outline ahowo that our people still clung to the absurd 
notion of having a school house v^ithin a stone's tlirov; of evory 
men's door. Appropos of tliis data Lir. Hinemon says: 2 "The con- 
tinued Increase in the number of small districts is sapping the 

1. Report of Supt. of Pub. Inn. 1905-O6. p. 29. 

2. Report of Supt. of Pub. Ins. 1905-04, pp. 12-1^ 



47 

the legislaturo and the more favored looalitloB for a higher rate 
of school taxation, a norc enuitahle distribution of taxes and the 
enactment of oompuloory attendance laws, 

}!\T, Hinemon ve?y forcibly interpreted the general school 
conditions in the following iiuo tat ions: 

"We are greatly in need of increased rovonue for school 

purp030S, and it is imperative that -oronpt and decisive steps bo 

token to secure a more economical, judicious and "beneficial use of 

the funds at our comnand. Ltuch of our money is being practically 

wasted because of small schools, poorly paid and incompetent 

teachers, short terms, nepotism, favoritism and other influences 

which should not be allowed to invade the sacred portals of the 

1 
public schools and injure the most vital interest of the State." 

"Che attempt to put a school at ovory man's door has 

resulted in a large number of small schools, many of them taught 

by young persons who ore not fitted by ego, eccporience, scholastic 

attainments or otherwise for the delicate and difficult work of 

training the young I am persuaded that one of the ills 

affecting our public schools is dividing the counties into too 

many small school districts. Dividing the districts, and thereby 

2 
diminishing the fund to each school, may quadruple inefficiency." 

"In private biisiness of every l!:ind and in the operation 
of any sort of industry, men readily reooijaize the need and value 
of skilled direction and training to labor.... Yet there are thou- 
sands of untrained and inexperienced teach ors in our State who have 
no direction or ^niidanco whatever. To these persons is comr.itted 

1. Report of 3upt. of Pub. Ins. 190^-04, p. 5 

2. Report of Supt, of Pub. Ins. 1903-04, p.l^ 



48. 

training of the youth of tho State, and upon their ability o-iid 

success depends, in a large moaaure, the future of the coramon- 

1 
weal th . " 

"During; tbe cainpaign for the adoption for iUnendnent Ho .8 
I visited a certain county Jail, Just completed at a coat of about 
$20,000.00. In an address to the people of that coiijj'ty I coiamendod 
the humane spirit which had induced them to make such careful pre- 
paration for the health joid coinfort of forty or fifty persons vrho, 
"by misconduct, had forfeited their right to freedom. How can I 
express niy disappointment and sadness, vrhen, on examination of the 
reports of the school directors of that county, I found that for 
the accomodation and comfort of nearly j,^00 school childron the 

same county had expended less than three times the cost of the 

2 
county jail I" 

"To ray mind, one of the most distressing features of our 
educational situation is the fact that continually men onA. women 
of unusual ability are abandoning the work they love so V7ell and to 
"Which they are so \.-ell adapted in order to enter other ofillings 
wh&^he Where their services are more liberally re^rded." 

The same unsatisfacdiory conditions in the educational 
development of the State were very forcibly stated in an address 

■fay Hon. w/n/Amold, President of tho Texarkana School Board. In 

4 
part ?.!r. Arnold says: 

"Some of our special school districts have not yet 

1. Report of Supt. of Pub. Ins. l90,>-04, p. 21-22 

2. Report of Supt. of Pub. Ins. 1905-06, p. 10. 
5. Ibid, p. 28 

4. Tills address is euotod in full by Superintendent Hinomon 
in his biennial report for 190>-04, pp. 6-12. 



49. 

loarnod the nccoasity of procurlnc the beet talent in tholr 
teaohing force, or clce by false economy refuse to employ th.e 
beat teachers, on account of the salary required. But seven- 
eights of our school population live in the rural districts, where 
the school tern averages ore not more than three months in the year, 
and inhere salaries run from v25«00 to ^;40.00 per month. Good teach- 
ers cannot be employed for such pay, **"^'*' it surely cannot be ex- 
pected of a teacher on such a salary to accomplish anything toward 
self-inprovemont. ITo or oho has no money with which to pay the 
eaijjonses of attending teachers' normals, institutes or associations. 
'^"" '■ A toacher earning such wages for tliree months in the year finds 
is necessary to follow some othor occupation for a livelihood until 
the suramor school begins again. He is a non-professional and 
teaches a few months in the year for pastime.**** 

"Arkansas must reclaim itself from the stigma upon its 
good name, iijid follov; the lead of those who have turned on the light. 
We have tried the cheap, ujitrainod teacher and have placed our State 
at the foot of the class of States. In the caui^e of education we 
stand at the bottom or dangerously near, no matter how the states 
are grouped or classified in roapoct to the length of school terms, 
the amount expended per pupil, aV':':rage daily attendance, in salaries 
paid and in providing the moans of training teachers.***"'"' 

"It is most singular that the subject of education is not 
receiving from public officials of the State and candidates for 
office that consideration its importance deraojids. On the otlier 
hand, it seems to have been a favorite diversion to boast of our 
free school system, to advise the masses that re are in the lead, 
that the public fund for school piirpooes now being collected is 



50, 

aniplQ, and that ani,^ono whu would ad vino to the contrary is a public 
enemy. Such boasts can bo actuated only by the purest demagogy or 
ignorance. The facts are to the contrary v V/e have nothing to boast 
of, but the op-^ortunlty for the greatest development and educational 
prosperity is with us.***** 

"V/e must not depend upon philanthropists to educate us. 
Millions are being donated year by year by those who have it to give 
away, but nothing is glvBn to the indigent or slothful, "o really 
do not need help, except from our own people, who are orosperous and 
amply able to give it. Let the facts be Imown and the honest, in- 
dustrious people of this State will revolationiso our school system, 
and it is astonishing how few know our educational poverty. The 
greatest trouble has been the want of publicity, "'** While other 
subjects of loss importance have been worn threadbare with constant 
and monotonous discussion, the great cuostion of education has been 
overlooked. '' '"^ 

"^.•fev/ant the best class of immigrants, bat certainly we can- 
not ezipect it unless .ve present good educational advantages. The 
primai*y inquiry of those moving from other states is in regard to 
schools. The Western division of states are our strong competitors 
for first class new settlers. "^*"' What can we expect for our state 
in comparison wilSa the Western States, v/hon they spend more than 
four dollars to our one dollar on each pupil? 

"To secure an efficient school system v/e aist have addi- 
tional educated and trained teachers, longer school terms, bettor 
school houses and apparatus, and got rid of the cheap teacher, but 
this roquiros more -loney. Kow is it to be obtained? 
!Uhe subject of school salaries is usually discui^sed as though the 



51 

directors of nchool distrlci-n havo Tdooii hon.rdlnr im tho no>ool 
fundc. lut, alac, whcii vhc i'acoc i^xo ..Tiov/ii, v.-o iiavo, ac a i-ule, 
no means of adding to stolaries, or to the oxtenolon of nchool torma, 
or bulldinc nooosaary Jiousoo.**"^ TTanv of our dlatrlr-ta -iro living 
one year in advance, and when It comes to t>iilldin^7 a houac it Is 
often t}iou€ht ear edient to suspend school for at learnt one yoar. 
The logs to pupil hy oucT; suspension oamiot bo measured "by any known 
etsuidard . * *" Our Conotitution ought to bo ohangod ao ao to levy a 
State school tax of five mills instead of two, and the electors 
should be allowed to lovy at their annual school meetings a masdraum 
of ten instead of five mills, now permitted.. '"" Wo must more than 
double our revenue to reach tho avorjige (of other States) , ns to 
salaries paid, length of school torin, rjid f^mds paid out ' oor cap- 
ita' for each child attending ochool." 

Many more quotations coTild bo f^ven from various sources 
to bJtow tho educational baclcwardnocLi of the State at tho oponing 
of LIT. Hinaraon'o adrainistratlon (and evon throughout his entire 
tenure of office of tp^o torms), but tho above v/ill suffice, not- 
withstanding this glooeaiy picturo, however, thoro woro many oi^ns 
and evidoncos of development and to theso \7o shall now turn our 
attontlon. 

Evldoncea of Crovrth and Procress . In tho opening para- 
graphs of his two biennial reports, Ilr. Hlnonon mado oovGrol state- 
ments rolatlvo to the grov/th and progroos of tho odiioatlonal oyritom 

of .^rlranoas during his tenure of office, from v/hloh we may make tho 

1 
following compilation: 

1902 to rl904to 1906 

(1) Inci-easo in Scholastic population /22,o65\ i;^,l3B 

(2) Huiabcr of now buildings ereotod y^ 470 \ 602 

(3) toount expended for now buildings /297,211 .26 \766,68j> .59 

(4) Increase in oxpendituro for 

tuition per child enrolled y^ v3»82 to Ti;405 \v4.3$ "^04 .95 



m n r 



1 52. 

Note from preceding page. 

(5) ITncrease in amoimt paid for teaohers* 

salaries $605,049.62 

The above otatistios v7ero indeed gratifying, considering 

the prevailing conditions. The amount -paid for new "buildincs during 

2 
the auadronium was yl, 06^,894. 65 , a sum practically equal to ono- 

third the entire value of ochool houses in the State at that time. 

Although there was no general legislation pertaining to 

the consolidation of school districts, the continued agitation for 

4 
consolidation was beginning to bring recults . A special Act of 

the legislature in 1903 ancL tv;o special Acts in 1905 provided for 
the consolidatftdn of certain districts. Three cases of consolida- 
tion wore mentioned by the Superintendent in his biennial report 
for 1903-04 )pp .19-20), in all of which the patrons were highly 
pleased with the results . 

The advantages of the special school district wore being 
more and more appreciated. Daring the quddrenlum there was an in- 
crease of forty-nine new districts, making one hundred sixty-one in 

7 
all. The following comparative outline shows the status of special 



1. Reports of Supt. of pub. Ins. 190^-04, p. 5; 1905-06, pp .5-6. 

2. This large aniount of money spent for school houses, however, 
reacted upon the average length of school terra and decreased it 
from 93 "fco 81 days, .^nd thus was furnished another striking 
example of the utter inadequacy of the school rovonue. 

3. The total value of all school housos in the State according to 
the bieniilal report for 1905-06 (p. 237) was ;)3,l6o,12>97. 

4. Act. Ho. 149 of the Acts of 1903. 

5. Acts lies. 100 and 141 of the Acts of 1905* 

6. In one case, the patrons donated ,1,500.00 for the schools. 

7. In this tablo the" statistics for 1902 wore compiled from the 
data on special school districts found in the Report of the 
Superintendont of Public Ins. for 190I-O2, pp. 89-94; the sta- 
tistics for 1906 were compiled from the data on special ochool 
districts found in the Report of the Superintendent of public 
Instruction for li)05-06, pp. 248-55. 



53. 



soliool dlstriota very oloarly: 



(1) 
(2) 

(5) 
(4) 

{^! 

(9) 

(10) 



1902 



Ilurabor named 

" making no report 

" naJrlng reT)ort 

" of buildings 

Volue of buildings 
Value of furniture 
ITiunber of white teachors 
N^unber of colored toaohors 
IlTirabor of v'hito pupils enrolled 
Number of colored pupils " 



112 

5 

107 

212 

v937.212 

272, 2q5 

6b9 

202 
15.^36 



1906 

mr 

38 
123 
245 

0l,912.;;OO 

144,955 
906 
221 

47,74t> 
14.957 



The oonparison of the above data would show a nnzch more 
favorable advantage but for the large number of districts not re- 
porting. In the report from which the data for 1906 was compiled, 
we note that many of the thirty-eight schools not reporting were 
conrparativoly large and more or less prof-rrcssive. The "value of 
furniture" for 1906 was oven less than that for 1902, which evident- 
ly WEB not the true condition of the ease. The other items for 
1906, esoept for the first three, were accoringly less than they 
would have been had more complete returns been made. 

The county examiners, conorally, reported increased in- 
terest in the county institutes for teachers. The following out- 

1 
lino shows tho progress in the number of institutes held as well as 

the increased in attendance during the quadronium: 



(1) number institutes held) 

) 

(2) " teachers attending 

(3) " teachers not attend. 

(4) Percentage of attendance 



1903 

3180 

1366 

70 



1904 

3600 

1290 

74 



1905 
101 



'^ 



783 
1517 
79 



1906 

104 

6747 

58 



In his second biennial report , Mr. Hinonon says; "In ace or-' 
dance with tho provisions of tho Vaughter Bill (Senate Bill ITo . 285, 
session 1905) teachers' Institutes of one v/eek's duration were held 



1. Statistics for this table ojre found in the Reports of tho Supt. of 
Pub. Ins. for 190;-04, (pp .166-167,198-199) and for 1905-06,p .212-1^ . 

234t245) 
2. Report of 3upt. of pub. Ins., 1905-O6, p. 14. 



54. 

in cill parts of tho atato. For the noBt part theso InstltTitGa were 
conducted by the county exaninors. It is very probable tliat not 
exocodinc four per cent of tho entire teaching force of the State 
failed to attend some institute. Many went to summer schools in 
other States, and otJiears v/ho had licenses to teach in more than one 
county were sonotimes reported as not attending, when, in fact, they 

had attended an institute elsewhere." 

1 
As the Vaughtor Bill provided lor the extension of a 

teacher's license "from the time of its expiration for the time for 
which it was orignially issued " upon attendance at the county in- 
etit; tos, the law no doubt accounts in part for the increased per- 
centage of attendance in 1905 and in 1906, The percentage of attend- 
ance, however, before the operation of the law was significant. When 
it is taljion into consideration that the institutes for 190^ and for 
1904 were maintained by voluntary contribution out of tho meagre 
ealarics of tho teachers, the percentage of attendance was a very 

gratifying sign of progress . 

2 
She Peabody Instituteo were established again in the 

Stumer of 19OJ:), after being discontinued for two years, ive are 

xmable to toll how much or under what conditions the funds for the 

renoT/al of these institutea w9r.-> r.ade. In his report for 190^-04 

(p»35) -Cr« ninenon sinply says: "Peabody Institutes have been held 

for the past two suraners at several places in the state . These v/ero 

supported out of tho funds given by the Peabody Board and were well 

attended." In his next report (p. 15) , however, the statement is 

1- Act lie. ^11 of the Acts of 1905. 

2. A definitely organized and clearly outlined manual for these 

Institutes is xoujid in the Heport of the supt. of pub. Inst. 

1905-06, pp. 108-150. 
5- For probable additional inforrnatlon on this point see Senate 

Concurrent Resolution lie .6, Acts of Arkansas, 190^- 



55. 



1 
made that a 31,000.00 a yoar was appropriated for Poabody Insti- 



tutes in 1905 and in 1906. ijo statiGtlos for those institutes are 

given for 1905 or for 1904- . In 1905, there T7ere thirteen Peabody 

Institutes held for whites :.'jid throe for negroes, with an attendance 

of 1257 at the former nnd 207 a* '^"he latter. In 1906, there wore 

seventeen for whites and four for negroes, with an attendance of 

1331 at the former and 259 at the latter. 

In addition to the liberal donations for the Peabody Instl- 

2 
tutcs mentioned o.bovo, the Peabody Board donated .)3000»00 for the 

purpose of aiding the rural districts of Arkansas in building model 

school houses. Later, by authority of the general agent. Dr. J.I .IT. 

Curry, "a part of this fxmd. was used in orlntlng and distributing 

literature on ruestlons of general education, and partletilarly on 

the need of increased revenue, better schools, longer school terms 

and trained teachers." (The donation was conditioned on the rural 

district raising a stipulated sum for building -mirposos. Four 

4 
districts mot the conditions of the offer and each received the siim 

of j^ 250. 00 

Dr. Curry, throu^ whom the Peabody funds were secured, 

was greatly intorosted in the oducj^.tlonal development of Arkansas, 

and the people of the State are roalising more and more the good 

results which have come through his influence in securing such a 

largo share of these funds for the training of otir teachers and the 

dovolo oment of our schools. 

1. per provable additional information on this point see Senate 
Concurrent Resolution II0.6, Acts of Arkansas, I90j/ . 

2. no statement is made as to whether the donation was conditional. 
3. Report Ox Supt. of Pub. Ins. 1905-O6, p.34-» 

4-. This amount was evidently ylOOO.OO as only ylOOO.OO appears 
to have been used in building schools. Ibid. p. 34. 



56. 

Another favorable si^n of the crowth and development in 
the school intoroeta of Arkanaag was manifest .In the educational 
exhibit of the State at tho St .Louis V/orld's Pair. Siiporlntondent 
Doyne had called attention to tho value and need of such an exhi- 
bit. An article prepared by Prof. C .3 . Barnett, of Eureka Springa, 
at tho request of !lr. Poyne, sugcosting outlines of work that might 

bo followed by the riunilo, was cjont to the county examiners for dis- 

1 
tribution. The main work of organising tho exhibit however, waa 

done by Super intondent Hinemon. Tho exhibit was dosigned to "givo 

a clear and definite insight to tho workings and character of the 

schools from tho I'indergarten to the University." The material for 

the ox3iibit was arranged in five groups, as follows: Elo^-nentary 

Education, Sooondary Sduoation, Higher Education, Special Education, 

2 
and Education of Defectives. Sixty- three different schools and 

colleges were represented in the exhibit; of these, fifty-six wore 
white and seven colored. Concerning the exhibit '!r. Hinemon sajrs: 
"It is proper to say that the superior excellence of the work pre- 
sented reflected great credit upon the teaching force of our State 
and clicitod words of commendation and prasie from ed-acators 
throughout tho Union, ITedals of special merit were awarded the 
exhibits from tho cities of Hot Springs, Port Smith and ].:uroka 

1. [There was no appropriation for this GKliibit made by the legis- 
lature, but tho Arkansr.c Board of Commissioners of the lauisana 
Purchase Supposition Placed at the disposal of the Supt. of pub. 
Ins. the sun of 'p^t^OO.OO for this purpose. 

2. A complete list of tho schools and colleges represented in tho 
exhibit is found in tho Report of Supt. of pub. Ins. 190;j-04, 
pp. 89-90. 

3. Eoport of Supt. of Pub. Ins. 190^-04, p. 88. 



57. 

Springs, and alao from the Colored ludUQtrlol Institute of pine 
Bluff." 

LoGialatlon Jiiaoted. The General Assembly of 19OJ) 
passed an Act requiring the Superintendent of public Instruction 
to prepare "A course of study for the oonanon schools of the State 
of Arkansas." Frora the reports of the county oxaininers and of the 
Superintendents of Public Instruction and from other sourdes v;e 
find no special agitation, strange to say, concerning a graded course 
of study. Tho fact, however, that so naiay leading educators were 
vd-lling to assist tho Superintendent of Public Instruction in the 
preparation of -tJie course and the fact thj.it it wag so favorably re- 
ceived by the teachers and ooimty examiners everywhere furnish 
abundant evidence that a graded course of study for the coraron 
schools of the State was felt by all interested In education to be 
of paramount need and value. Concerning the preparation of this 

graded course of study and its favorable reoeption, Itt". ninomon 

2 
says: "The course of study is not tho work of aiiy one nan. It is 

the result of elaborate corres:--ondence, free discussion and large 
experience . College presidents, Tznivorsity profe'r'sors, city super- 
intendents, tOTOi principals, and teachers of the iniral schools v;ere 
asked for sug -estions and the department is greatly indebted to all 
of them for vOdvioe given freely and for criticisms made with candor 
earnestness. The course has been cordially rocoived and stands as 
its own best defender, if defense is needed, llcny county examiners, 
whose interest in the schools of their counties goes far beyond the 

1. Act. lie. 95 o£ the Acts of 1903. 

2. Report of Supt. of Pub. Ins. 1905-04, po4 



58. 

formal and perfimotory ozamination and licensing of toaohora, 

have given abundant tostirnony of their high appreciation of the 

good it will neoossarlly accomplish." 

1 
The graded Course of Study for Rural Schools, was issued 

July 1, 19OJJ. Its preparation shov/ed considorahle care and effort. 

lEhere wore five distinctive parte to the course of study, as 

fOllOTTS: 

(a) A ous:Tostlve program, giving suhjoots, time and 
length of each recitation. 

(T)) A clear -cut outline of v;hat should bo included 
and taught in each grade. 

(c) Detailed suggestions to toaohers as to hov; to 
teach the subject matter outlined for each of 

the grades , 

(d) A list of some thirty "General Directions to 
Teachers. " 

(e) Blank forms for classifying pupils and shoirving 
their advojioenient in the various subjects during 
the session. 

Altogether, this graded course of study was oalctilated to 
do much good (1) in furnishing a working guide to the hundreds of 
untrained teachers who annually entered the ranges, (2) in stimu- 
lating the teachers to do a better grade of work and the pupils to 
complete a certain amount of work in a given tine, and O) in giv- 
ing symmetry and continuity of work thus preventing so much repe- 
tition of work by suooensive teachers. 

The law providing for the ezanining and licensing of 

teachers v/as decidedly improved by Act Ho .52 of the Acts of 190^. 

IThe weaknesses of the old law had been ■lointed out many tines by 

both Superintendent Doyne and Superintendent Minemon and by other 

2 
leading educators of the State. [Three new subjects (history of 

1. Report of Supt. of Pub. Ins. 1905-O6, pp. 1^1 -45. 

2. See page 59- 



59 



Arkansas, Civil Govornnont and elementary algebra) noro. added for 

cotuity lioonaea and a rcarrangomont of the sutijoota was made for 

tho -Uiree gradoG. According to the old law all ai^plioants were 

examined u-oii tho same subjects. Those mal:ing a general average of 

85/t rocoivcd a first rade lloonso valid for two jeara; those making 

a generjil average of 75/^ received a second ^rado license valid for 

one year; and those making a general average of "Jofo received a third 

1 
grade license valid for six months. The law of 1903 made provision 

for ooTinty licenses as follows: "There shall he throe grades of 
certificates graded on the follOT^ring conditions: Applicants re- 
ceiving a third grade license, which shall be valid for six months, 
must pass an approved examination in spelling, reading, penmanship, 
English granmiar, arithmetic, geography, and United States History; 
receiving a second grade license, valid for one year, an approved 
exardnation in tho aubjccts recuired for a third crade license, and 
also in history of Arkansas, physiology, and theory and art of 
teaching; receiving a first grade license, valid for two years, an 
approved examination in tho suhjects required for a second grade 

IT 

license, and also in civil government and elementary algebra. Tho 

2 
reauirements for the State license, valid for life, remained un- 
changed . 

Two new kinds of licenses nere added by this Act llo'.52 
of the Acts of 190J3. The first was called a special license. It 

note from page ^^.Tho suhjocts for county license as required by 
the old law were; orthography, reading, p — -^hip, nental and 
written arith. English grammar, modern gcc^ ly, history of the 
Un.S. thoory and practice of teaching, and physiology and hygieno. 
See. Section 7010', Sandels and Hill. »s Digest, 
1. Act. ITo. 52 of the Act;: of 190$, Section 2. 

2. The subjoots for a State license as recuired by the old law v;ere: 
All those branches rcuired for county t" ; and, also, 
algebra, geometry, r.hysics, rhetoric, r: _ :.ilosophy, history 



6o. 

was valid for two years and was granted as evldenoo of qualifica- 
tions to teaoh aubjocta not mentionod anong those requirod for 
countj' lioonsos. 'She gecond was called a profooaional license. It 
was valid in any county of the State for a period of nix years and 
was granted upon satisfactory examination on "algebra, piano goomo- 
try, general history, I'hetoric and civil government," in addition 
to the siibjocts required for a fttst grade license. The special 
licen G, intend od to assist school hoards in selecting teachers 
especially prepared to teaoh subjects not enumerated among those 

for county llconso, at)-Darently did not interest the toaohoro. Iio 

of 
record is found in either ISr , Hinoraon's biennial reports of a 

special license being granted to any one. The professional license, 

howovor, was quite a favorite, from the beginning. During the 

/ 
first year after its authorization, 1903 f twenty-four professional 

licenses v/ere granted, while twenty-two vrere granted the nest 

year. In referring to the list of persons receiving a professional 

1 
license, Ilr. Hinemon says: "The list represents about seventy per 

cent of the candidates examined; the others 7/ere denied license, 

having failed to meet the requirements (^tablished for this grade 

2 
of certificate." Thirty-nine more professional licenses vrere 

X — 

issued during ICr . Hinemon 's s goo nd tern, maldng eighty-five for tlie 

Hoto cent, from page 6o. Latin, the Constitutions of the U.S. 

and of the State of Arkansas, natural history, and theory and 
art of teaching. See Section 6974, Sondels and Hill's Digest. 

1. Keport of Supt. of Pub. Inn. 190>0/i., p.36. 

2. A list of those securing those licennes is foiind in the 

Report of the Superintendent of Pub. Ins. 1905-06, pp. 37 and 38. 



6l. 

auadreimiitm. The profeeaional license euablod conpotont teachers 
to relieve tJioms elves of froquont examinations and served ag a 
stinulus to th03c uho were ablo baroly to secure a first grade county 

lioenao. 

1 
2 The r>aasa£re of a ohild labor law by the legislature of 

190i> evidently had a beneficial of foot upon oohool attendance, but 
no data or statistics are available to show the oztent of the in- 
creased attendance . Another act of this legislature, which evident- 
ly had a bonoflcial effect upon the educational tone of the State 

was Act. no. 157 authorising cities of the first and second class 

2 
to "levy a tax" for the support of public libraries. 

The General Assembly of 1905. 'by Act Ho. 215, created the 
Arkansas History Corrmission and arjpropriated s, 250 '00 to enable the 
CoDmlssion to carry out its duties. Tliia Act also appropriated 
ijplOOO.OO to aid the Oomraission in printing the first volurao of the 
Arkansas rlistorical Aasooiation. Dr. J. E . Reyliolds, then Head of 
the Department of History, University of Arkansas, drafted this bill 
and managed the canipaign resulting in the passage of the bill. The 
only other educational Act of this legislature, of a constr:zctivo 
natiire, was Act, Ho ,$11, already referred to on page 54 as the 
Vaughter 3111 for oxaiaining mid licensing teachers. 

Without dotibt the nost favorable legislation of this 
quadronniun rrao the Resolution of tho General Assembly , Iiaroh 2, 
1905, subinittinc a constitutional amendment to the poo-^le on tho 

1. Act. No. 127 of the Acts of 190$. 

2. Act. 110.24 of the Acta of 19OI authorised cities of the first , 
and second class to "receive gifts, donations, and endoTOiments 
for the support of the public libraries. 



62. 

qnostion of raising the limit of taxation for the Stat© from 2 to 
3 mills and for the distriots from 5 to 7 mills. !i?he tinie was ripo 
for siiQh an oAendment, A rGalisr.tion of an -arsent need for more 
school revenue had grov-n rapidly anong the masses of the people dur- 
ing the last five years. Superintendent Doyne had agitated the 
question of moro revenue for the schools; Superintendent Hinemon 

argued aggressively for a change in the constitutional taxing limits 

1 
for educational purposes; educational leaders through the press -:m4 

public addresses were pleading with the people for a higlier rate of 

taxation for so?iool pumosos; awdone of the recommendations by the 

2 
Committee of Ten (Arkansas Rural Schools Gonmitteo) appointed by 

the Arkansas State Teachers' Acsociation in 1904 was for an exten- 
sion of the constitutional limit on the right of taxation; county 
examiners, in their reports, v.'ere very generally contending for 
funds to carry on the vrork of education; and the olctors in nearly 
all the districts wore voting the mi^xinuIn rate of 5 mills. 

The amondnont was votod on by the people in Septcnbor 1906, 
and was carried by the overwhelming majority of 92,9^9 to 47. 3^^, 
practically 2 to 1. In some counties the majority in favor of the 
amendment was 8 to 1; in nine counties only was there a majority 
against the amendment. Accordingly, the legislattiro of 1907 1 on 

1. He contended that the liiait of to-xation for the state should 
be raised from 2 mills to 5 "-ills, and for the districts from 
the maxinujn optional tax of 5 mills to a moximun optional tax 
of 10 mills. 

2. For outline of this report see pp. 151-152 

5. Tills was amendment IT0.8. It was the first change in the taxing 
clauses for public school education as ±i:n:ed by the Constitution 
of 1874. 



63 



April 17, fixoa the Unit of taxation for the State at ^ mills and 

the naxlmum optional limit for the districts at 7 nilln . 

School RcfOTOS Urged. In addition to thoa nchool reforne 

sooured through the above nentionod lecislation, the followinc: may 

be mentioned ao those acgroDSivoly urcod by the administration and 

coujity o::a.ininers in particiilar and by the educational leaders in 

generfi].; (1) county suporvision (2) a State noriial school as ^rrall 

as county nornial schools; (])) Inoreasod salaries for teachers; (4) 

school libraries; (5) "tlio study of olcmentary fTcricultnre in the 

common schools; (6) more care in the constiixotion and location of 

1 
school houses; and (7) a distribution of the school funds "on a 

basis of the number enrolled rather than the niunber of persons of 

school a^je." 



A bulletin, which vrar, very valuable to school directors, was 
issued by CuperlntendGnt Hinonon, imder the title "Suggestions 
and Reconriendatlons on the Arranr^ement and Caro of School Ilousos 
and School Cro^mds." The biaiotin conto.lned a discussion of 
the follOT^ing: location, outhouses, water suj-iply, the school 
house, -jhysical conditions, lic'^' ' , aoors, doors, black- 
boards, intcriot, cloakrooms, v " iatlon, riid boolrs aiid book- 
cases. It also contained some twenty mges of cuts and diagrams, 



64. 

ADHIITISTlLVriON OP J. J. DOTJT.^ I906-O8. 

Aftor four yeju'D of private life, J. J. DOiTio xiae o^alzi 
retumod to tiio office of Sxiperintondont of ITiblic Instruction. Ho 
lac^rod four nontha of comploting tho term, roaigninc July 1, 1908, 
to aasume the duties as rroeident of the ilrkansas State normal 
School. The romainder of the torn was filled by Geol B. Cook and 
the report for the biennial period V7as prepared by him. 

Actual Conditions. Mr. Doyne fo^rnd the educational out- 
look of the State far more 7->roTrdaing at the beginning of this term 
than at the beginning of his second term in 19OO. The following 
compilation of data shows at a glanoe the iraprovoraent that had been 
nade along several linos: (1900) (1906)^ 

1900 1906 

1. Scholastic population (enumeration) 484,619 530,571 

2. number of pupils enrolled 514,652 545.146 
5. number of pupils in daily attendance 195.401 214, 281 

4. Per cent enrollment Is of enumeration o4.95 65. 05 

5. Per cent attendance is of enrollment 62,10 62. Oo 
o. Per cent attendance is of oiiumeration 40.52 ^^'?^ 

7. Average length of school tor^; in daya 77.48 06.64 

8. Total salary of teachers omr^loyed 0l.2O9,|O5.1O vl, 769*092 .19 

9. Total number of teachers employed 6,959 7»58l 

10. Average annual salary of teachers vl75 .70 'i^255»56 

11. Average monthly sal:-ry of teachers 44.84 55.87 

12 . Revenue raised for support of common 

schools :i;i.454,646.54 $5,546,091.14 

15 . P.evenue exroonded for suiaport of common 

schools ^' i?l,569,809.75 ^2,2^0.948.98 

14. /jnount expended per pupil emimeratod i32v827 V4'»205 

15. Amount ejcpended per pupil enrolled ?4f055 1^6,4 

Id. Amount espondod per pupil in daily 

attondcjico 7.10 ;tflO .411 

17. Common school fund apportioned per 

child onumoratod 1 .01 

18. Total value of school property $2,616,556.55 05.6o7.78:j.O8 

19. Average vp.lue of school property 
per child enumerated 

20. Average vr^luo of school property 
per pupil enrolled 

21 . Average value of school property per 
pupil in daily attendojicc 1 

22. number of pupils cnrollfed in H.S. 
25. Per cent H.3. enrollment is of common 

school enrollment 2.62 4.16 



^5.599 


;ij6 .800 


8.515 


10 .455 


15.591 
8,254 


16.857 

14.561 



65 



i\lon{; the lino of "per cont of Attondanoe" , It v/ill "bo 



observed from the ahovo outline, there had boon no material ir,Tprovo- 

la 
ncnt; in fact, there had Tjeen a oliglit docrcano in one phase of 

the attendonoe as indicated in item Uoa.5. Hovvever, the increase 
in the average nontlily salary of teachern, the incicaco in the 
averacc annual esrpenditnre per child, and the inoroaoe in feigh school 
attondanco were all outstanding foalTiros vfliich made the outlook prom- 
is inc. 

Again, the school system ao a T^ole evidently had 'ooon 
more systomatically organised by use of the "Graded Course of StTidy 
for Rural Schools", v;liich went into operation July 1, 1903. 
Especially, waa the fincjiciol outlook promising because of the pro- 
visions of araendnent llo, 8 raising the State taz from 2 mills to 5 
mills c-nd the district optional tax from a mazlmura of 5 mills to a 
maslnun of 7 mills. 

Evidences of growth and pro-^TCss. In mailing a brief 
2 
summary for the biennial period, !,Ir . Coolr points ont, among other 

things, that the per capita opportlonmcnt was v3il4; that the total 
school expenditure per capita (those of school age) was C>9«l6. and 
that the number of new school houses built was 574. at a cost of 
$1,202,816.00. file Acts of the legislature for 1907 show forty 
special Acts authorizing various schools to borrow money for build- 
ing purposes. This legislature wn.s especially liberal in its appro- 
priations "or the Stvito schools -and institutions. That special 
school districts wore gaining increased favor was evidenced by the 

note from page 64. The data indicating those enrolled in high schools 

is ro'^.lly data for tho- ■ ■'-"' ' high school branches. Ilany pu: ils, 

no doubt, T/ere really ^ T/ork in common scliool branches than 

in high school branches. 

la. This v/ould soem to indicate that the child labor law enacted in 

I90j:j had not affected tho scjiool attendance. 
2. r^eport of Supt. of Pub. Ins. 1907 -08 p. 5. 



66, 

passace of forty-eight speoial Acts croatins torritory into apooial 
ohhool distriots . Spooial ovidenoe of rrowth and progroso was tho 
develoijraent of tho Arkansas Toaohers ' Reading Circle and of the 
State School Inprovemont Aosociation, Both of those novenenta wore 
devGloping rapidly and wore calculated to produce very wholesome 
effects upon tho educational welfare of the State, 

legislation Enacted. !i?lie General Assembly of 1907 dis- 
tinguished itsolf "by its constructive educational legislation. 
Spurred, no doubt, by the ovcarwhelrning vote oast in Septoraber 1906, 
for Constitutional amendment II0.8, this Assembly enacted laws es- 
tablisMng a State llorracl School, creating the office of county su- 
perintendent, and authorising the teaching of elementary agriculture 
in the public schools . 

Arkansas was almost the last in the galaacy of states to 
1 
establish a normal school for the systenative training of her teach- 
ers, but some years of persistent discussion at last brought reward. 
Act llo. ^17 of the Acts of 1907, approved May 14, provided "for the 
establishment and maintenance of a State !Torm.-il School for the State 
of Arkansas." The Act provided that tho school should be managed by 
a Board composed of "State Superintendent of public Instruction, 
the State Auditor, the State Treasurer and four other com^petent 
persons to bo appointed by the Govornor of the State, subject to 
the approval of the Senate." The State Superintendent was made chair- 
man of the Board and the term of office of tho appointive members 
fixed at four years. Among the first acts of the Board was the 
election of J. J. Doyne as President of the School. Tliis selootion 

1. AB early as 19OO every State in the Uiiion except Arkansas, ITevada 
and lYyoming had established one or more State normal Schools. 
See Report of Supt. of Pub. Ins. 1901-2, v-p. 15-14. 



67. 

met Tdth tho hearty approval of the teaohinc profcasion of the 
State and was a fitting tribute to the one rxho hod perhaps been 
more earnest said influential than any other in promoting the move- 
ment for a normal school in Arkansas . 

The Board was to prescribe the course of study and esta- 
blish a model school for practice in connection therewith. Tuition 
was to be free to citizens of the State only. The conditions of 
admission were as follows: "No pupil shall bo admitted to the n ormal 
school vrho is not at least sixteen yearn of age, in good herlth, of 
good moral character, who shall have completed a course of study 
equivalent to that prescribed for the common schools of the State 
and who does not give a written pledge to the President of said 
school to teach ip. the common schools of the State of Arkansas for 
a period of two years after his graduation of the same." Graduates 
of the school were to receive "diplomas equivalent to a professional 
license, authorizing the holder of the same to teach in any public 
school of the State of Arkansas for a period of six years from and 
after the date of issue, and after the axpiratlon of that time said 
diploma may be converted into a life certificate provided the 
character of work done by thn holder thereof and his moral character 
meet the approval of the normal school board." 

The initial appropriation cjirried only .jl5,000.00, but, 

under the condition that the Board should receive propositions for 

tho location of the school, an r>dditional su of -.^51.75^ •00 "^^^ i'g- 

1 
received from tho town of Conway, where the school was located, 

making altogether the sum of 66,75jj,00 for the establishment of the 

2 
school and its maintenance for one year. 

1. In addition to this cash donation of v5lf75>'00 tho town of 
Conway donated an 8o acre tract of lond for building site end 



68. 



A four years' coiiroe w;i.3 outlined covering the following 
sub Joe ts: Agriculture, Drawing and Penmanship, English, History, 
Latin, Mathematics, Pedagogy, Science and Voice Training. One 
teacher was elected for each subjoot ercopt Pedagogy, which was 
taught by the President, The first session opend September 21,1908, 
with an enrollment of 105 the first tern. 

The next year the Peabody Board donated vlO,000.00 to 
irrprove the department of Agriculture and to establish a model farm 
for the benefit of the school, 

Anotaior inrportant educational ilct of the legislature of 
1907 was the law providing for a county superintendent. This office 
was not new for Arkansas, AXi- Act of 1855 provided that the County 
"Common School Commissioner" should be es-officion county school 

superintendent with general supervision of the common schools. 

1 
Among his duties were: assisting the tovmship trustees in the per- 
formance of their duties by giving them advice on the best manner 
of conducting common schools, constmcting schoolhousos, and procur- 
ing competent teachers; recommending suitable tostbooks, maps, charts, 
and apparatus and urging uniformity in the use of the same; esamin- 

teachers and granting certificates; and raalclng reports to the State 

2 
school j^commissioner . The common-school law of 1867, enacted by the 

Cent, from page 67. agricultural demonstration work, and also pro- 
vided "for the use of the school such water supply as night bo 
necessary, a septic tank, electric light connections with the town, 
concrete sidewalk from the town to the normal buildings, and a 
strip of land on the north side of the grounds fifty feet wide and 
about ono-elghth of a mile in length for street purposes." See Report 
of supt. of Pub. Ins. 1907-8, p. 59. 

2. The original contracts for tho building amounted to ^^^^l. 864 .08. In 
addition to this amount tho sum of .2574 •51 was expended for furni- 
ture and laboratory fixturo? . "loo Report of Supt. of pub. Ins. 
1907-08, pp. 60-61. 

1. page 60. Weeks, History of pub. sch. Ed. in Arl:. pp. jj8-59. 

2. The Secretary of state was cic-officio Sto e School Comrniasioner . 



69. 



*B#bel* loglslaturo, retained the county oohool ooramiss loner or 
OTiporintendcnt with duties almilar to those provided for by the act 
of 1855. !?he oomrnon-sohool law enacted "by the first session of the 
Reconatvuotion leglelataro, July 25, 1868 provided for the appoint- 
ment by the Governor of c. 'olrouit super in tondont of schools' for 
each of the ten judicial circuita of the State. The salary of these 
olrouit suporintondents, at v5»000«00 ^ yoar, amounted to fully one- 
half of the State fund in 1868 and 1869. so vehemently did the 
p.eople object to this feature of the law, as an unnecessary expense, 

that the Keconstructionista, in 1871 repealed it and substituted 

1 
county superlntcndenoy for circuit suporintendency . County super- 

Intondcncy prevailed throughout the reoonsti-aotion period, but 
after the restoration of Home Rule and the adoption of the Consti- 
tution of 1874 the office of county examiner was substituted for 
that of county superintendent, as there was still a fooling that the 
expense of the county superintendents was not Justified by the 
services of these officers. 

Although the office of county oxarainor has continued ever 
since its first creation, its provisions were never satisfactory. 
Ihe law prescribed iniportant duties for the office of coxmty exam- 
iner, in the way of visiting and supor vising schools, but tho 
small cocrpensation of the office made It impossible to seouro men v/ho 
could or would do much more than hold examinations, grant licenses, 
and compile the school statistics collected from tho district. 

So, after thirty years, county supervision of schools 

'.■> 

was again established in Arkansas. Tho new law was elective and 

1. Shinn: Hist, of Ed. in Ark. p. 4-0 

2. Act. no. ;>9S of the Acts of 190?, approved May 27, 1907 • 



70. 

and eaoh county docidod for itnelf, by popular voto, whothor oounty 
supervision shoizld be adopted. After the adoption of ooimty euper- 
vision, a oounty superintendent waa to bo elected by popular vote 
at each biennial election for state and county officials. In regard 
to the qualifications of the county superintendent, the law provid- 
ed that "he shall have attained the age of t'.venty-five years, shall 
liave taught at least trrenty-four raonthn in the county, within five 
years preceding hia candidacy and shall at the time of his candidacy 
hold a first grade teacher »s license to bo approved by the state 
superintendent, professional teacher's lioenGe, or a State teacher's 
license, and he shall be eligible to re-election without further 
esamlnation." His duties were as follows: hold quarterly examina- 
tions of teachers for the purpose of fpirantin;^ licenses; keep an 
account with each district showing all receipts and disbursemento; 
Icoep a record of all contracts made with teachers a.nd all contracts 
made with dealers for supplies; approve all charts, maps, globes 

or other school su-oplies ■^uxohased by the directors and furnish plans 

1 
and specifications for the erection of nev; school houses; keep a 

record of all amounts voted for various purposes at the usual May 
meetings of the electors and approve no warranto except as ordered 
at these meetings; receive detailed monthly reports from the teach- 
ers; urge the adoption of uniformity of text books; have an office 
at the county seat and devote all his time to official duties; 
prepare annual tabulated statements of the conditions of the aiiools; 
hold annual county Institutes of a week's duration, one day dis- 
trict institutes at oultfible times and places, and a "normal instl- 

1. Tlieso plands and specifications, however, v;ere to bo approved 
by the directors. 



71. 

tuto from the flrat Llonday In April to the rofjular qtiartorly eaam- 

ination In Juno"; etc. The salary of the county superintendent was 

1 
to bo the same as that of the coimty judge; except that in no cace 

should it he less than .,.600.00 a year or cioro than -.si, 200. 00 a year, 

and was to be paid out of the oonnon school fuiid. 

'•) 

u 

The legislature of 1907 also pacscd a law authorising the 
teaching of elementary a[^rlculturo in tho publlo schools. This law 
was calculated to havo n more vital influonco upon the school system 
of Arkansas than most educators of the State realised. Although 
most of the population of the State lived in iniral districts where 
agriculture was the loading occupation, the teaching profession up 
to this time, apparently, had not conceived the idea of adapting 
the education of the country child to the real needs of his agricul- 
tural life. TTo rocomr.endations along this line are found in tho bi- 
ennial reports of tho Superintendents of Public Instruction, nor did 
the programs of the State Teacher's Association contain any numbers 
on agricultural education. The lar: was the result of agitation on 
part of the Farm or s ' Unions, which were prominent at that time, and 
also the initiative of the legislature itaelf , Tho la\7 was not man- 
datory; it simply authorized nnd empowered the school directors "to 
cause to be used and taught, when in their judgment thoy saw fit, 
an elementary text book on tho subject of r.gri culture." However, 
the legislature of 1907 is to be conmonded for mal^dng a beginning 
along this lino. It showed a tendency toward adaptation of education 
to tho real objectives of life. 

School Reforms Utgod. The recommendations made by the 
Superintendent in his biennial report for 1907-1908 were as follows: 

1. Act. No. 455 of the Acts of 1907, approved May 29, I907 . 

2. Act ITo. 455 of the Acts of 1907, Approved Kay 29, 1907. 



72. 

the estal)lishroont of ae;ri cultural hlgli schools in the rural distrlcto 
to Give the oouiitry hoys and girls the laiOTrlodce and training that 
woiad fit then for their life work; consolidation of aohool districts; 
a revision of the rooorda of the school district boundary lines; com- 
ptasorji' education; the repeal of section 1$ of Act. Ilo. 399 '^^ 'tlio 
Acts of 1907 requiring the county superintendent to hold"a normal 
institute from the first Monday in April to the regular qu^artorly 
examination in Jane:" State aid to high schools and their adoption 
of a one or trro years training course for teachers; nedical inspection 
of the schools; a State Board of Education" with broad and olaatid 
powers and comprehensive duties" to assist the Sup or intend on t in sys- 
tematically organising and directing the educational forces of the 
State; an increase in the office force of the Department of Education 
and larger appropriations for the work of the office; a proper rendi- 
tion of taxes; and a coniplete digest of the School Laws of the state 
compiled by competent legal authority. 

!Bie above rcoorar.iendations show some interesting innovations. 
Tet they were all practicable and calculated to be helpful to tlie 
schools of Arlransao . GSiey vvere not theories but features v7hich had 
proven of inestimable value in oliier State school systems. 

Administrations of Geo, 3. Cook, 1908-19lb. 

In addition to filling our the unexpired term of j. J. Doyne, 

ICr. Cook*s tenure of office covered four suooeosivo terms, making 

altogether a period of eight years and four nontho. Only one other 

man approached this length of service as State Superintendent of 
1 



73. 

Arkanoas. That was W.E. Thonrpoon, who oervoa eight years from, Oct. 
50,1882 to Oct. ijO, 1890. 'Ihis long tenuro of office cave la*. Cook 
time to organize eztenslvo plana .nnd carry tho-n to a successful 
oulninati on . The rosulto of his eight smars nnd foxiT months of con- 
oeoutivo service furnish strong argument for the need of oxtGnding 
the short hionnial tcnn of office of J^uperintcndOTit of Public In- 
struction. 

Actual conditions. The condition of the puhlic schools at 
the "beginning of "r. Cook^s first term war. Indedd gratifying. The 
favorable legislation of the lart tv/o sessions of the General Assembly 
was already clearly manifest. The agitation on the port of the state 
Superintendents in their addrossoa and published articles, the efforts 
of aggressive loaders of the State among the press, the ministry and 
the bar, and the devotion of teachers, local school officers cmd on- 
ligMtoned citisens had produced a leaven which had permeated the 
masses, and they v/ere coming to realise more clearly the school situ- 
ation and to discuss its prohlcmn . Mr. Cook characterized the situ- 

1 
ation thus: "ITo longer are the public schools looked upon as merely 

the supply houses for stored book Imowlodgo but these schools arc 

eccpeoted to tmin the youth for citizenship and life work, practical 

training, the aip3.ioation of knowledge suited to the environment and 

to the individual, a system that will develop moral and physical, 

as well as intellectual, manhood and womanhood is the ideal toward 

^ioh the schools are striving." llr. Woek»s describes the schools 

2 
at this time as follows: "At last the schools v;oro beginning to 

naJrc good; they were beginning to Justify their right to exist; they 

1. Report of Supt. of pub. Ins. iy07-08, p. 6. 

2. TTeelcs: Ilict. of Pub. Sch. Ed. in .^jr:.:. p. 81 



74 

wero trainlne ^or cltizonoliip and life; ojid the peonle, v/ho arc 

miiok to realise aucli thin{ja, were coning more fiilly and more ohoor- 

fiilly to their support." 

Hov/evor flattering the above condltiono nay appear, it 

iiiiist "be remembered that they appear such only in comparison v;ith jire- 

vious school conditions in Arkansas, V/hen we compare them with those 

of other States of the 'inion we find the situation far from ideal 

and far helov/ the average. Tills was clearly shown by nine graphs 

1 
prepared by Mr. Cook. IThese graphs, based on the Report of the 

United States Commissioner of Education for 1906-07 showed that .Ar- 
kansas ranked as follows: 

Rank 

1. In school population 2 24 

2. In value of all property 51 
^ . In length of school year 47 

4. In amount raised per capita school population 42 

5. In number of teachers 2^ 
D. In teachers' average monthly wages 3 2| 
7. In number of r.^^iito, adult, native male literates 5^ 
o. In amountoof E5ohool pro^ierty 5° 
9. In school expenditures 29 

This data shows that the State hp,d an average rani: of 
52.56. In other vrords 67,8^. of the States of the Uhlon outranked 
Arkansas in an average of the nine features above nontioncd. It is 

trae the above data represents the rank of Arkansas for the soholas- 

4 
tic ye^.r, 1905-06 and that conciderablo improvement had been made 

since that time. But the other States had gone forr/ard also, and 

the relative rani: of Arkansas at the beginning of '.ir . Cook's first 

term of office was pratloally the some as it waa in I905-O6. 

1. These granhs are found in the Report of State Stipt. Pub. Ins. 07-08 
Inserted opposite, pp. 32, 64, 96, 128, 160,192, 224, 256 and 288. 

2. Data for 1904. 
5. Data for 190O. 

4. The report of the u/s/ Com. of Ed. for 1906-07 was made from school 
statistics covering the year 1905-O6. 



75 

Thus, Gonsoioua of the rapidly improvlnc condition of the 
public school system of the State but eyon noro consoloua of ita 
oxtromoly 1ot7 oomparativo ranJc V7ith the other State syetena, Mr. Cook 
entered boldly upon the duties of his office with a deternlnation to 
make clo.ar to the people the exact status of their nohools and to 
advocate auch chanses and improvements In thooo aohools ars would 
rapidly raise their standards to a creditable level and enable the 
people to receive a vitalised trainin{^ in economic efficiency, 
social perspective and profjreasive citizenship. This policy was man- 
ifest from the beginning, B.n is evidoncod by the set of j^a-ohs just 

1 
mentioned and by the reoorrrriendntions for needed le^'i'lsiation found 

on page 72 and wo shall find that !.lr . Cook's activities throughout 

his entire tenure of office wore in harnony with this policy. 

"vidonoes ^qv of Growth and Proriress. The biennial period 

for 1909-1910 WIT especially remarkable for public school rjrogress, 

2 
In spealring of this period in his first report Mr. Cook says: "In 

1910 there were 5»7^7»970 more days of school attondanoo than in 1909' 
This gain in actual school for the past year is onuivalont to seven 
years' schooling for 5,054 pupils ... .The total value of school pro- 
perty has lnc-"ea3sa "2,000,000 and two and one-half wooers added to 
the length of the school tern." 

The following brief sijinmary shows in a very definite way 
the status of the schools for the biennial period from 1911-12 In 
oonparison with that for 1910. 



1. Although these reooiiinendations are contained in the l^.eport for 
Ilr. Do; Tie's last term, they v;ere made by I'r. Cook who filled out 
the last four nonths of the unes5)irod term. 

2. Report of Supt. of pub . Ins. 1909-10, pp. 6-7 
5. Report of Supt. of pub. Ins. 1911-1^, p 5- 



I 



76. 



1 


1910 


1911 


1912 


1. School population 


57$.S42 


585,749 


603.226 


2, Enrollment 


595.078 


404,760 


409,746 


3 . Average daily attendanoo 


255,155 


255.405 


261,747 


4 • AvoraGo 1 oaiGth of cohool yoar 


105,5 dayo 
6.182 


115.9 days 


117.9 days 
6.558 


5 . Total nuraber of school houseo 


6.506 


6. Biiildlng erootod durinc year 


ife7 


rr 502 


282 


7. Value of now buildings 

0. Total valuo of school property 


^^H5l.l88 


07.872.856 


^i.ou.ioq 


$6,959,520 


vl0,l3l.828 


9. Number toaohors onployed 


n9.522 


9.854 


10,175 


10. roqjQnditures 


5.187.083 


5.510.152 


5.857.549 



I 



AgT-in, in opeahing of hio second biennial period. Itr. Cook 
1 
says: "The wicdom of the various progressive educational Acts passsod 

by the General Assembly of Arkansas at its biennial sessions is 

apparent in the growth and advancement of our public school system, 

and especially, in the increased efficiency of the schools and the 

awakened interest of its oitisens generally in popular education." 

Tlie biennial period for 1915-1914 showed a substantial in- 

2 
crease along important lines as follows: 







Increase 


durio: 191:)-14 


1. 


School population 




^2.256 


2. 


Enrollment 




29,878 


5. 


Average daily attendance 




36.550 


4. 


Total number school houses 




9^0 


5. 


Average length of sciiool year in 


days 


11.8 


6. 


Buildings erected during period 




687 


I: 


Valuo of nor; buildings 




$1,792, 2A2 

l.Bl8,4§7 

186 


Total value of school -or on or ty 




9. 


number of toachors employed 




10. 


Receipts 




557.556 


11. 


E25)enditures 




523.456 



5 
In speaking of his third biennial period Ili'. Cook says: 

"As shovm throughout this syllabus of the twenty- third biennial 

report of this dep-ortraont the growth and development of popular ed- 



1. Heport of Supt. of Pub. Ins. 1911-12, p. 23 

2. Syllabus of the Koport of Supt. of pub. Ins. 1913-14, p.3' 

5. " " " " " " " " " 1915-U, pp. 23-24. 



77. 

dation in thla State durln{^ the last nevoral years has "boen vory 
gratifying. It ia evident that tho citizens of the State are almost 
of one accord in aupportinc an adequate nnd efficient ayotom of 
schools, whereby every boy and .'?lrl in tho State nay receive, in fact 
as well as th 00177, the benefits of the constitutional provision, 
Intelligence and virtue being the safeguards of llbortj'-, and the bul- 
wark of a free and good govemniont, tho State shr-ll ever maintain a 
general, suitable and efficient system of freo schools, whereby all 
persons in the State between the ages of six ond twenty-one yoars, 
may receive gratuitous instruction." 

1ST, Cook»s fourth biennial period, 1915-1915, WQS also 
oharacteriaed by a substantial dojp^oe of growth and progress, /ji 
idea of the material dcvelo-.>ment of this period may be obtained from 





1 
.June 30 
1915 


. Increase 
in one year . 


1. School population 

2. Enrollment 

5 . Avcrajc daily attendance 

4. Jlxpendi tares 

^. Vcvluo of scliool i-roperty 

D. Average length of school term 

7. i'eachors omx^loyed 


649,689 
447,726 

304.401 
$4,454,737 
12,600,849 

1:>4 ,9days 
10,662 


• 14.227 
: S.102 

6.104 
;v93.752 
.710,6^4 

5 • 2 days 
301 



In addition to the statistics iust given showing tho ma- 
terial growth and progress for each of the four biennial periods of 
Superintendent Cook's tenure of office, there were many other evi- 
dences of satisfactory improvoment and dcvclopEent in our public 
school system. 

1. Statistics in tliia column aro contained in an address, "progress 
of Ediication in Arkansas", delivered by Supt. Cook before tho Ar- 
kansas State Toachors' Assn. at its r.iooting in April, 1916, see 
Proceed, of Ark. State Teachers' Association, 191 6-, p. 54 

2. 2ho statistics for lilriis colunm rere calculated from the parallel 
column, the column on p90 and the column headed 1912 on p. 89. iTo 
statistics for 1916 are ..vailablo in the absence of a biennial rep 



76. 

The inoreasod interost in manual training, domeotlc 
scionco, "boolckoepinc ajid commercial coursoa in 1:119 high QOhoola , and 
the introduction of elemontary agii.culture and home oconomios into 
the public echool course chow that our people wore beginning not only 

to undorstcnd the value of an education but also to realize the 
essential things in education that raalce for economy in life. The 
sane idea manifests itself in the very favorable attitude of the 
people toward the four agricultural schools. Likewise v/e see it in 
the co-operation of the boys' and girls' club work and coiuaty dcBson- 
stration work. 

During the eight year period, anti-child labor laws and 
oonrpulsory attendance began to be reoo^iaed as escential elements in 
an effective school system; county superintondency gradually grev; in 
favor as it was adopted in various comities; consolidation of small, 
weak school dist-riots into strong special school districts made re- 
markable -rogress; and school improvement association work spread 
rapldijr over the State . There was an increased tendency of the 
people to vote the masiraum local school tax, and there was a widely 
spread interest in better school buildings and better equipment. ^Ml 
these movements point strikingly to the fact that our people were 
making substantial efforts to improve their public school system. 

That the teachers during this period were no loos earnest 
in their efforts to increase the efficiency ond raise the standards 
of the schools is shown by their faithf-Lil work in the large nunibor 
of reading circles, their interoct each year in the county insti- 
tutes, their large attendance at the State Teachers' Association and 
their enthusiasm in the work of the Sectional Meetings; their v.'illing- 
ness to put into operation the plans and policies of the state 



79 

Dopartmonl; of Ediioation; and their hoarty oooporatlon in all com- 

imitLty movements connocted VTith tho schoolo. Even moro slcoifioant 

was tho largo number of teaoherg talrins couraea in univorsity Hummer 

eaoh 
schoolo and the flattering attendance year at tho Arkansas State 

normal , 

Among other evidences of p-rowth and progress we note the 
work of the Department of Education in huilding up sound, practical 
educational policies, in unifying the school interests of the people, 
in standardising the courses of study, and in disseminating the 
gospel of education "o-j freraient distribution of "bulletins upon edu- 
cational matters. 

Finally, we would mention the raagnificcnt campaign of the 
Arkansas Education Commission, the efficient work of the State Board 
of Education, and the untiring labors of the Supervisors ftn their 
respective fields of Secondary Education, Ruircl Schools and negro 
Industrial Education. 'Jithout doubt, they were the strongest 
forces in the general growth and development of our educational 
system, the most potent factors in shaping the policies of our pub- 
lic schools, and the most effective agencies in arousing the people 
to a sense of the need and importance of education and a realisation 
of their rorjponDibility .?jid obligations in connection with its sup- 
port^ 

Legislation Enacted. Tlio n;ood work of enacting construc- 
tive and progrossivo educational lav/s, started by the legislature of 

1 
1907, was continued by tho next legislature, 1909. "eeks says "Olie 

student of the future may yet pronounce the Arkansas Assembly of 1909 
moro enlightened and statesmanliLo than any of its prodooeesors ." 
Five laws of far-reac3iing significance were enacted: two in regard to 



8o. 



asrlculturo, tno in rogoxd to oompulnory attondanoo, ;ind one in 

regard to rxiral opooial school distrlcta, 

1 
One of the ae;rloultural Acts required "the teaching of 

Elementary Agprioiilturo and Horticulture in the public schools of 

the state." A penalty of ,,25.00 was iraposod upon coujity osanlner, 

county superintendent or school director for the non- enf ore omen t of 

this law. The a{p:*i cultural Act of the legislature of 190? simply 

authorised the directors to reoiiire the toaohing of elementary agr- 

oiilture in their schools where in their ;3udsment they deemed it 

erpedlent. The now law, of course, with its ,;25.00 penalty, was 

calculated to go into effective operation all over the state. 

2 
She other agricultural Act provided for the establishment 

of four public schools of ac*iculture in the State, in which should 
be taught "agriculture, horticulture, and the art of textile manu- 
facturing." !Ehe districts were fisod for each of the schools; each 
school was to be managed by a Board of Trustees composed of intelli- 
gent farmers of the respective districts, v;ho \7er0 to be appointed 
by the Governor, with the concurrence of the seantc, for a terra of 
ten years; the course of study was to be fiznd by the trustees of 
each school and tuition was to be free; the faculty of each school 
was to "consist of a principal, who shall be a graduate of some re- 
putable school of agriculture, one instructor in stock raising and 
dairying, a complete textile inst: actor and assistants as may be 
necessary;" the sum of ..a ^0,000.00 (040,000.00 for each school) 

1. Act-. No. ^15 of the Acts of I909, approved Jiay 51, 1909' 

2. Act. no. 100 of the Acts of 1909, approved april 12. 1909. 
5. The trustees could combine the duties of any members of the 

faculty when practicable. 



81 



was appropriated for the ptirpose of tho Aot; tho four solioole wero to 

cooperate by roportinr; to oaoh other the rosiilto of tJieir sevoral 

eccperinents DJid were to mutually o.£jroo upon the publioation of such 

bulletins for free distribution as thoy deernod best for those encaged 

1 
in agricultural pursuits. Tne first comTTiilsory attendance Act , 

2 

effective in thirty-one counties, provided that all cliildxen between 
the agca of eight and siztoon years should attend rogiilarly some 
school (public, private, parochial or pairsh) at least ono-half of 
tiie entire time the school attended V7as in soosion, during any one 
year, or rooeive re^rular daily hone instruction substantially equiv- 
alent to what thoy vrould reoeivo in the roc^ilar schools. Children 
betv/oan tho ages of oisteen and t^venty years v/ere subject to the 
same rertdromonts unless "actively and regiilarly and lavrfitlly en- 
gaged in some useful eraployment or service." /oiy child whoso parents 
wero financially unable to provide with proper clothing or whose 
mental or physical condition incapacitated it to attend the whole 
or any part of the period required, or whose residence was moro than 
two and one-half miles from any school (by tho nearest traveled 
road) , or whoso labor was absolutely necessary for the STipport of 
its family, or whose oortification covorod a coraraon school course of 
at least seven grades might be cKempt from the rccuiromentc of the 
law, by a court of competent jurisdiction or by the school board of 
the district in which said child lived. Any child not able to pro- 
cure books wan to be provided with same out of the general school 
fund of the district in which tho child lived, u:ion action of the 

1. Section 9 exempted 44 coimties. 

2. Act. no. 254 of the Acts of I909, approved 'Icy 12, 1909. 



82 



school board of that district. For tho enforooment of the Act, 
one or more attendance officers with coitrpotont authority v'ero to 
be appointed by tho school board. In cities or diatricte having 
10,000 or more po ^ulation by the laet consus truant schools might 
bo eatablished. Parents and guardians of children violating any of 
the provisions of the Act were subject to a fine of not less than 
ten nor more than tv^enty-fiwe dollars. IIo business or other concern 
was allowed, upon penal^ of fine in any sum not loss than >)10.00 
nor more than ^^O'OOi "to employ a child within the prescribed ago 
limits without first procuring a certificate from the superintendent 
or teacher of tho school attended by the child stating that said 

child had fiilfilled all the rec-ulremcnts of the law. 

1 
!Eho second compulsory attendance Act, effective in nine 
2 
counties, was essentially tho stario as the first, Tho chief dif- 
ferences wore as follov/s: 

1. 'J^he age limit was fisred at 8 to 14 years iilstoad 
of 8 to 1 6 years. 

2. Children from 14 to l6, instead of l6 to 20, must 

be sent to school unless "actively and rogulpjly and 
lawfully engaged in some useful employment or service." 

3. Children from l6 to 20 years of age are not mentioned. 

4. Certificates mast cover a common school course of 
eight grades instead of seven. 

5. Attendance officers were to bo appointed by school 
boards only in oitio3 or districts of ^,000 or more 
population instead of for all schools us in the 
first act. 

1. Act No. ^47 of tho Acts of 1909, approved !Iay 31, 1909. 

2. Eiese coTinties were Pranldin, Indepe:idence, ''ndison, Scott, 
Sobc.stion, T^ri^ter, Clebxirne, pol]^ and Yell, iliose last four 
were included in the list of counties exempt from the first lav;. 



8^. 

6. The minlntun fine for paronta nnd guardians of clilld- 

ron violating tho law was fixed at C^.OO instead of >^10.00; while 

the fine for omployeae of children violctine tho law v/aa fixed in 

any amn not Iggo than s?5»00 nor more than ^.'10 .00, including costo, 

instead of :)10.00 ond ij; 50.00 respectively ao before. 

1 
Tlio fifth ::enoral, constructive legislative Act of tho 

Assembly of 1909 authorized the people of any given territory in any 
oo"'inty in the State, other than incor^ioratod citieo and tov.Ti3, act- 
ing upon the order of tlie co-.mty judj-o, to hold an election for 
the organisation of a special or single school district having all 

the rights and •nrlviloges tireviously allov.'s ■ only to schools in In- 

2 
corporatcd cities and towns. It was provided that these rural 

special districts could borrow mone:^7 upon a majority vote of the 

legal oleotors at any annual school mooting. 

\^atev6r good may bo said of the wholesomo legislation en- 
acted by the General Assembly of Arkansas at its sessions of 190? and 
1909i perhaps more may be said commonding the sension of 191I. Super- 
intendent Cook regarded it as "tho great educational legislature." 
Altogether the legislature of 1911 passed one hundred, tv;elvc 
general and special" acts on education, of vfliich ninety vrere "special" 
and t?'enty-two vrere "general"/ Of the tvrenty-two "general acts, 
eleven were especially progressive and constructive in nature. 

These eleven were as follovra: 

1. Act lie, 45. authorizing the quorum courts to appro- 
priate money to assist in carrying on "Pannorc ' 
Cooperative DononstratiSTi v^orl:.'' 

2. Act Kg ,116, providing for tho consolidation of 
adjacent school dict-icts. 

5. Aot. ifo. 169, prescribing tho manner of holding 
elections in rural special or single districts. 

1. Aot no. )21 of the Acts of 1909. approved IJay ^1, 1909 . 



84. 

4. Aot IIo. 206, amending Section 7615 of jarby'o 
Digeet in r A to school directoro contract- 
ing with tu ..A-. --3. 

5. Act l!o. 2;jl, regulating and enforcing attendance 
at school. 

6. Act llo. 275, amending Act Ho. 599 of the Acts 
of 1907. creating Covjit:;- Superintendency. 

7. Act ITo. 328, creating a State High School Board 
and Providing State Aid to High Schools 

8. \ot No. 575» providing for the incorporation of 
inntitutlons of learning .'.md the regulation of 
their pov/ers . 

9. Act Ho. 423. appropriating three-fourths of the 
revenue from I'-'orest Reserves for the use of the 
public schools. 

10. Act Ho. 451. creating a State Board of Education. 

11. Act Ho. 444. regulating the supervision of schools 
in cities with acre than 5.0'-^0 scholastic popu- 
lation . 

Act Ho 45 f as indicated above, authoriaed the quorum courts 
of the respective counties of the Stale to annually appropriate such 
an arcunt aa was deemed expedient to be used in co-operation with the 
United States Dopartnont of Agriculture in carrying on Parners ' 
Co-operative Demonstration work in said counties. 5)he law also made 
valid and legal all similar appropriations previously made. 

Act Ho. 116, providing for the consolidation of adjacent 
school districts, was a law which had been earnestly sought for a 
nucbcr of years. The idea of having a school ''at each man's door" 
by means of the small district was deet: -rooted in the minds of the 
people. Years of agitation, however, were beginning to have effect. 

Hotes from preceding page. 

2. See enumeration of thece privileges on p. 42-4j> • 

3 . The legislature of I907 enacted eighty-eight "general 
and special" acts, while the legislature of 1909 oiiacted 
one )' and rod, one. 



85 

Consolidation was one of tho tlireo forms of scliool betterment 

eraphaslsod by the ArlransaB Sduoation Commission in its oaopalgn 

1 
of 1910. Act no. 321 of the Acts of 1909, aa already indicated 

on p. 98, was really a consolidation law, though its primary purpose 

was to enable schools to obtain the benefits of special or single 

districts. IDhis law of 19ll» though only permissive, was a step in 

the right direction. It provided that upon a majority vote at an 

election for consolidation, the consolidated district was endowed 

with the powers belonging to special school districts as far as 

they vrere applicable. The directorc could borrow money for school 

pur-poses vfh&n. authorized by a majority vote of the electors, and 

could provide transportation for the pupils if deemed advisable. 

Act lie. 169 provided for the manner of holding elections 
in the special or single districts organized under Act Ho, j)2l of 
the Acts of 1909, recognized them as Rural Special school Dis- 
tricts, and authorised them to borrow money for building purposes 
upon a majority vote of the people. 

Act. lie. 206 amended Section 7^15 of Kirby's Digest, in 
regard to directors contracting with teachers, by requiring the 
written contract to be made out in triplicate fern, instead of dup- 
licate form as formerly; the e^itra written contract was to be filed 
with the County Treasurer, who v/ao not to pay warrants of any dis- 
trict until this law was complied with. The law v;as an attempt, 
to prevent irregularities in handling the district school funds. 

Act lie. 2^1 was a compulsory attendance law, e.feotive in 

in thirty-seven counties, re-enacting Act. No. il;)4 of the Acts of 

1909, with the following modifications: 

1. Books v.'ero not to be bought for destitute 
children er^cept in the first four c^ados, 
and then only in a sum not to exceed in the 



86, 



iajrecate fifteen dollars :^or yoar for any one 
school in a district; furthermore, the books 
were to remain tho property of the school dis- 
trict in v/hich they wore bought and were to be 
safely kept by some person named by the board until 
needed for some future term. 

2. Tho seotion relating to children between sixteen 
and twenty years of age was omitted. 

3. The sections rociLLating the enployment of children 
of school age by business concerns v/ere oraittod. 

The counties affected by the three compulsory 

attendance laws are indicated by under line, as follovrs: 



Act II0.234 


At* 10. 347 


Act Ilo. 2^1 


Acts Of 1909 


Acts of 1909 


Acts Of 1911 


Arkansas 


Ashley 


Arkansas 


Ashley 


Arkansas 


Ashley 


Baxter 


Baxter 


Baxter 


"Benton 


Benton 


Benton 


Boone 


Boone 


Boone 


Bradley 


Bradley 


Bradley 


Calhoun 


Calhoun 


Calhoun 


Carroll 


Carroll 


Carroll 


Chicot 


Chicot 


chicot 


Clark 


Clark 


Clark 


Clay 

Cl Gbumo 


Clay 


Clay 

Cl obume 


01 obume 


Cleveland 


Cleveland 


Cleveland 


ColumbiG 


Colnnbia 


Colnmhia 


Conway 


Conway 


Conway 
Craighead 


Craighead 


Craighead 


Crawford 


Crawford 


Crawford 


Crittenden 


Crlttonden 


Crittenden 


Cross 


Cross 


Cross 


Delias 


Dallas 


D.allas 


Desha 


Dosha 


Desha 


Drew 


Drew 


Drew 


Faulkner 


FaWkner 


Faulknr 


Projildin 


Franklin 


FranlcH 


Fulton 


Fulton 


F>ilto 


Gr-'.rlcnd 


Garland 


Gar: 


Grant 


Gratn 


tro 


6reene 


Greone 


W 


Hlempstead 


Her.Tp stead 


H 


Hot Springs 


Hot Springs 


T 


Howard 


Howard 




Independence 


Independence 





87 



Aot. HO. 254 
Acts Of 1909 

Izord 

Jaok3on 

Jofforson 

Jolmson 

Lafayette 

Lawreiic e 

Eee 

Lincoln 

Little Plvor 

Logan 

Lonohe 

Madison 

ttarion 

riller 

mssioDippl 

Llonroo 

Montgomery 

Hevada 

Newton 

Ouaohi ta 

Perry 

Phillips 

Pike 

Poinsett 

Polk 

pope 

Prairie 

i^ulaski 

Raiidolph 

Saline 

Scott 

3 oarcy 

Sebastian 

Sevier 

Sharp' 

St. PronciG 

Ston o 

Union 

Van yuron 

t'ashing^n 

7,1x1 to 

V/oodruff 

Yell 



Aot NO. 547 
Acts of 1909 

Izard 

Jackson 
Jefferson 
Johns on 
Lafayette 
Lawrence 
Lee 
Lincoln 
Little River 
Logon 
Lonohe 
Lladi son 
iliar'i'on 
Miller 
lUssiosippi 
Moneo 
Kontgomery 
Ilevada 
Newton 
Ouachita 
Perry 
Phillips 
Pike 

Poinsett 
Polk 
Ip'ope 
Prairie 
Piilaslri. 
Randolph 
Saline 
Scott 
S earcy 
Sehastian 
Sevier 
Sharp 

St . Francis 
Stone 
Union 
Van Btiron 
Washington 
White 
T/oodriiff 
Yell 



Aot llo. Z'jfl 
Aots of 1911 

Izard 

Jackson 
Jefferson 
Johnson 
Lafayette 
la\7renoo 
Lee 

Lincoln 
Little Mver 
Logan 
Lonohe 
Madi son 
Marion 
mier 
Mississipp i 
I'onroe 
Montgoiaory 
Nevada 
&'ewton " 
Ouachita 
Per 



ips 
Pike 
Poinsett 
PoIE 
Pope 
Prairie 
Pulaski 
Randolph 
saline 
Scott 
So^^rcy 
Sehastian 
Sevier 
ShaiTp 

st . Francis 
Stone 
Union 
Van Buron 
Washington 
White 
Woodruff 
Yell 



Act Ho. 275 amended Act No. >99 of the Acts of 1907, 
creating coujity superintendence, so that the county superintendent 
should conduct a five days' institute during the month of June under 



88. 



the same dirootions and reqiilrements oa provided in the Vcughter 
law (Act Fo. 511 of the Aota of 1905) for county InQtitiitos hold 
by co^^nty eocaininers, Instead of the longer institute from the firat 
Ilondtiy In April to the reciHar Quarterly examination in June. The 
salary waa also increased by the addition of all foes paid for ex- 
aminations for license to toaohern . 

Act JTo, 528, creating a State High School Board and pro- 
viding State aid to high schools, was a result of special efforts 
on the part of tho Arkansas Education Gomnission. Realizing the 
extremely poor condition of the high school fadllities of the State 
and tho very great need of efficient high school training, the Com- 
mission, ftom the heginning of its organization in J^ily, 1910, 
ada tod as one of its three main lines of activity the problem of 
aiding and evoloping high schools. 

IHae main provisions of the law, v;;hich went into effect on 

the thirtieth of May 1911 were as follows: 

1 

1. A State High School Board , consisting of the Superin- 
tonflent of Public Instruction, the President of 

the University of iVrkansas, snd a city superin- 
tendent of schools or a high school principal to 
be appointed by the Governor for a torm of four 
years . 

2. The duties of ttie board were to classify the high 
schools, establish normal training departments 

in four year high schools under the conditions of 
the Act, prescribe the rogTTlar courses of study 
to be adopted and taught in the high schools, 
and also the courses of study to be adopted and 
taught in the training departments in connection 
with the regular high school courses, determine 

1. Upon the creation of a State Board of Education, the aTithority 
and diities of the High School Board, together wit]i all of its 
records and other property, wore to bo transferred to tho new 
bo oTd . 



89 



by examination the rualifioationa of all teachers 
employed in the normal training dopartmonta and 
approve their selection, supervise the distribution 
of all f\md3 derived in aid of high schools, require 
annual reports from all hich schools receiving State 
aid, provide for the inspection of ;ill high schools, 
and withdraw at its discretion aid fron any and all 
schools failing to comply with the conditions and 
terms of the acts. 

5- Normal training departments were to be ostahlished only 
in high schools wliich provided at their own expense 
a professional library approved by the State aupor- 
intendent and T.hich maintained a full four-Jroar course 
taught by at leaut three teachera devoting tlieir en- 
tire time to instruction in this fou-ryoar course. 
Only one high school in each county was to receive aid 
for a normal training department. 

4. State Aid was not to be granted to high schools in 
cities and tovms having over >,500 population, esicept 
til at tMs restriction vjv.c not to "pply to aid for 
normal training departments, nor was State aid to be 
granted to schools with less than twenty- five high 
school pupils, except in the case of rural high schould 
with at least fifteen high school pupils, uhere State 
aid night be granted at the discretion of the Board 
for a period not to exceed two years. 

5. For high schools without normal training departments, 
the maximuia amount to be recoivod was OoOO.OO for those 
maintaining a three-year courno, and ,ui400.00 for those 
maintaining a tT;o-year course. The maximum amount to 
be received by the schools of any one county v;as 5/^ of 
the total fujids provided by the Act tfor aid to liigh 
schools. 

6. The naxinum amount to be received by high schools main- 
taining normal training departments was OlOOO.OO all or 
any part of which night bo applied to the nonaal training 
department as designated by the f;.tatc High School Board. 
As normal training departments were to bo established 

in only one high school of each county, ^1000 .00 v/as the 
maximum amount to be received by each county in aid of 
the normal training departments. 

7. 2ho funds for State aid to hi^ schools v;erc to be e2i)endcd 
only in payment of the salaries of high school teachers; 
furthermore, all State aid was conditioned upon the expendi- 
ture of an eQual amount by the district upon the high 
school department of the school aided. 

8. An annual appropriation of ^50,000,00 was made from the 
coranen ifchool fund of the State for the purposes of the Act 



90. 

$10,000.00 of v;]iioh was to be used In aiding nornuxl 1 
training dopartnonts and v40»000. 00 for aiding in de- 
veloping hich school departnonts in hich achoolo vril th- 
ou t normal trainlne dopartmenta . 

9. All graduatec i^om tho normal training department of any 
high school inust have also conrpletcd the full four- 
year high £3chool course proscribed by the State High 
school Board, before receiving a certificate of grad- 
uation from said normal trainin • department. 

10. A oertificate of graduation from a High School normal 
training Department lloensGd the Holder to teach in any 
of the oomnon schojls in tho State for a period of 
two years . After twelve rronths of successful teaching 
and upon oor.raletion of a profeasional oourae of reading 
proscrihod by the Suioerlntondent of public Instruction, 
holders of oortifioateG of graduation from High School 
IJorrKil Training Departments vrero licensed to teach in 
rm-y of tho common schools in tho State for a period of 
six years . 

11, All pupils of school age v;ho had finished the elementary 
course of study as proscribed by the superintendent of 
Public Instruction and all licensed teachers regardless 
of age could teJ<:o advanta{!:e of tho couroos ofTorod by 
tho high schools with State aid in their own coxmty with- 
out cost. All pupils from counties contalninc" no high 
schools with State aid could liave these aAvattages upon 
payment of vl.50 tuition per month. [iJhis amount was to 
be paid out of tho connon scJ^.ool fund of the district 
to which tho pupil belonged, provided srid district was 
able to maintain its school or schools at least six 
months in the year. 

Act No. 575 » as already indicated, provided for the incor- 

porattdn of institutions of learning and the regulation of their 

pov/ers. 'jjhis law £*iowod a tendency not only to standardlzso tlie 

colleges and institution's of learning, but also to correlate the 

entire school system of tho State. 

1. So much as was necessary to defray the traveling expenses of 

the members of the State High School Board (not incli^ding the Super- 
intondont of Public InstructiDn) and the necessary expenses of said 
Board incident to tho performance of their dutios in carrying out 
the terms of the Act were to be taken from thie 40,000 appropriation 

2. Later when the State Board of Ediication wan created it v/as re- 
quired to carry out the iTrovlcion s of this Act. 



91. 

1 



Act No. 42^ appropriatQd three-fourths of tho rovcnuo 
on Forest Eesex'vos, received by tho State from the Federal Govern- 
nont, to the common school ftmd of tho rospoctivo ooimtloo from 
i»hich the revenue wao colleotna . 

Act Ho. 451 created a State Board of Education. This was 
another one of tho tlireo rriain lines of activity stroasod by the 
Arkansas Education Coranission. The jMtics of tho office of Super- 
intendent of Public Instruction had become so largo complex and so 
much needed to be done in the way of aystoraatioaLly organizing tho 
State school systen, that a State Board of Education with clearly 
dofinea duties and povvefs was felt to be needed to ascis in tliis 
important work. 

The main provisions of tho law, which v/ent into effect on 
June 1, 1911, were as follows: 

1. Tho Board was composed of tho State Superintendent 
of Public Instruction, irfho was to bo ox-officion 
chairman, and one member from each congressional 
district, a-npointcd <?.nd coramisaioned by the 
Governor, subject to confirmation by the Senate, 
for a period of seven years. 

2. The duties of the Board viotq to manage the common 
school ftmd and invest it from time to time, as 
it accurarnulatod, in bonds of tho 'jnlted States or 
the state of Arkansas; to recover by process of 
law all moneys duo the common school fuiid; to 



note 1. In the Act itself is recited tho proTlsion of Consress "tliat 
twenty-five per cent of all revenue rocoivod from the "Porest 
Reserves sliall bo apdi into tho Stato Treasury at tho close 
of each fiscal year, beginning with tho year wMch closed 
June 30, 190'', and that sucli money shall bo apportioned to 
each ooimty from vahich it wa:.' received for tho benefit of 
tho public schools and the public roads of sixch county or 
counties in such manner as may be determinod by enactment 
of the General Assembly." The amount was already nearly 
s^5t000.00 and was rapidly increai'.ing. 



92. 



ratify tlio aii.'.urtlonnGiit of tlio conunon school fimd by the 
Superintondont of Public Instruction; to control the 1 
chartdrins of all oducational inntitutiona; to dotcrnino 
what institutions may confer dccroca and under what con- 
ditiona; to inspect all chartered institutiono and revoke 
their ohartcra for failure to maintain tho rocuired Qtan- 
dards; to assist tho Suv>erintendont of public Instruction 
In oxaid.ning candidates v;ith a view to ncJcing firrit {jrade 
oountjr certificates state wide; advi ^e with the Super- 
intendent of Public Instruction upon the cuostion of 
issuing State or porfosoional licenses based upon State 
Toaohora ' certilioatos granted in other States or based 
upon norr.al school diplorias and dc£*ress fron educational 
institutiono; to have general supervision of ttao public 
schools of the State; to prepare and distribute plans 
and Eipec if i cations for the construction and eruipraent of 
achool buildings, vrhen called upon to do so; to provide 
courses of study for rural, elementary, graded and high 
schools; to prescribe plans for tho organisation raid con- 
duct of teachers' institutes; to proscribe riilos and re- 
gulations for the sanitary inspection of all school build- 
ings and tho nodical exanination of all school childron; 
to calssify and standardise tho public nchools; to 
prescribe the requireiaonts for accrediting graded and 
high schools; to provide for new forns of edticational 
efforts; and to take such miction as may be necessary to 
pronote tbo organization and increasfi the efficiency of 
the educational system of the State. 2 

The Board v/as recuired to keep a record of all its pro- 
ceedings and flic this record in the Office of the Superintendent of 
Public Instruction; also a biennial report to be incorporated in the 
biennial report of the Superintendent of Public Insti'uction- 

The duties and powers of the State Board of Education as 
outlined above v/ero of such a character as to enable the Bo .rd to do 
much constructive vrork and greatly improve the educatioiial standards. 

That our State Board has been a potent factor in shaping 
the policieo, raising the standards and incre«ioing the efficiency 

1. This duty formerly devolved upon the Governor, the Secretary 
of Sta^o, and tho Superintendent of Public l7istruction . 

2. [TliO State Board of Education was not given control of 
textbooks. 



of tho oduocitlonal oyetom of the Stato is apparent to any one who 
is familiar v/ith its Ac-Livitios, However, the coinpooition of the 
Board and its rolation to tho Stato Departnent of Education is 
siioh tlmt either ono of ix-o olenonts nay at any time impair its 
uaefulnens. In tho first place, the personnel of the oard, be- 
ing made up almost esclusively of Guhernatoriol appointees from 
political territorial \mits, might easily bo ropronentod by men 
who Imow practically nothing of the potential clemcaats and factors 
under Ijring a public school system and who arc incapable, therefore, 
of broad perspective ,'md sound ludgment in educational matters. 
In tho second place, the rolation of the Board to tho State Depart- 
ment of Education is such as to oreat a tondonoy on the part of the 
Superintendent of public Instruction to proceed with the duties of 
his office without calling upon the Board for advice {.ind counsel . 

Act llo . 444 provided that school systems in cities with 
more than 5»0^0 scholastic population should be exempt from the 
provisions of Act Bo\ p99 of the Acts of 190? t creating coimty 
super in tendency, that the school boards of such cities shall detor- 
nine the oource of study for the scho 'Is under their rospectivo 
charges, fix tho <iua!).ifi cations of teachers, r?jid exercise whatever 
were vested In it by the law; ond that tho superlntendsnt of ouch 
city schools shall porforn the duty of a county ecarniner in grant- 
ing licenses to those teaching in his own schools. 

In contrast with the wealth of progressive educational 
legislation enacted by the General ilsaenbly at its sessions In 
1907, 1909 and 1911, wo find a dirth of such laws characteristic 
of the sessions of 191j> and 1915 . In addition to a number of 
special Acts authorizing certain territory to consolidate or form 



94. 



a Dpoclal ocliool dlatrlot or 'borrow nonoy, only a few jTonernl ed- 
ucational bills \7Gro passed; mid of those not ono was of such a 
nature as to affoct tihe sohool system in emy appreciable material 
way. T7ith the passage of laws directed tor/ard toachBr-training, 
acricTiltnral education, county superlntondency, consolidation, 
compulsory attendance, State aid to hi{^ schools, rmd the creation 
of a State Board of Education, the intense agitation for educational 
reforms had somewhat subsided; but there wore a number of movements 
and reforms still needing legislation; viz. an organized plan of 
dealing with adult illiteracy in the State; uniformity of toxt- 
boolrs; support of the ITormal SohoTl, the A{T:icultural schools, the 
Iftiiversity and other State scho .^Is b" neans of a millagc tax; 

■Dromotion of vocational education nnd esrtonsion work; amendments to 

1 

im^-^rove the wealmessos of lav;s recently enacted, etc. 

School Reforms Urged. The General Assembly enacted leg- 
islation covering most of the school reforms urged by Superintendent 
Cook — for Qzample, a State Board of Education, state aid to High 
Schools, consolidation, agricultural education and amendments to the 
laws providing for county institutes and compulsory attendance. 
Other reforms urged included improvements in the State Department 
of Education, Commission to study adul illiteracy in the State v/ith 
a view to malcing recommendations for its elimination, uniformity of 
text books, nillage basis for maintaining the State schools, and 
imi^rovenonts in the system of licenses for teachers. 

Administration of J.L. Bond, 19lG-igi8. 

Upon taking charge of the State Departnent of Education 

1. The laws fTOVoming county institutes, county superintendencv 
compulsory education, licensing teachers .and teachers' licenses 
m ..eneral-all had material weaknesses which needed strengthening. 



95 



1 
ilr. Bond was assuralnc duties with v/hioli ho was porfoctly familiar. 

Ho had served a c Doputy sup or in tend on t from 1908 to 1912, and his 

work as Supervisor of Rural Schools from 191^ to 1916 had Irept hira 

in oloae touch with all the policios onS. aotivitios of tho office. 

Indeed, rir. Bond's e3q)orienoc was such as to nako him peculiarly 

?;cll oualifiod to direct the rapidly dovclopinc oduoational system 

of Arkfinsiis. 

Actual Conditions. On the whole this adr!r3.ni strati on 
began under very proinislng conditions. Many new oohool huildinss 
had been recently orectod, tlie course of study had been {greatly 
improved and partially standardized, tho teaching profession had 
incrcr.ned vroAder fully in efficiency, and the people cia a vftiole 
were loyally supporting tho schools. Consolidation r^idi cottnty sup- 
orintonden*y had eaoh gained a considerable hold upon tho people, 
while compulsory attendance and anti -child labor lavrs were gaining 
in ftivor . 

notwithstanding theco fc.vorn.ble conditions, it was 
apparent everyv/hero that the acriOols v-Gre in urgent need of more 
revenue. It was true that the State goneroJ. tax had boon increased 
from 2 mills to 3 nills and tho optional naxlraini district tax had 
been increased from 5 nllls to 7 mills, but the school population 
and tho school system hfid recently grovm so rapidly that tho in- 
CJ eased revonuo ras scracely any larger proportionally than before 
tho inorcacc In taxation. iSigain, the small territorial units of 
taxation, in spito of the large number of consolidated districts, 
made the revenue very uneq.ual?.y distribiited. Th::s, ^vhile many dis- 

1. Ho biennial report for this adninl strati on has feoon published. 



96 



triots v/ero not seriouoly hampcrod by a laok of fundo, there was a 
very large proportion of then unable to maintain more than throe or 
four months of school annually. 

Kvidencos of Grov/th and Profress. Tho most marked evi- 
dence of iTTOwth and prof-ross was to be foijnd in the rapid increase 
of such natters or school enrollment, school attendance, averaco 
length of school, annual expenditTires, high school enrol laant, et. 
The increased interest maAifoatcd in schools by the parents, and 
tho zeal with which the children uore undertaking agricultural 
club work in connection with their school v/ork were strllcing evi- 
dences of an educational uplift, (Eho work undertaken at the be- 
ginning of this administration by tho General Education Board of 
H«w York City in placing a Supervisor in charge of the mountain 
schools of thirteen northern counties of the State ranks among the 
biggest movements for the betterment of our schools, another grat- 
ifying sign of progress was the adoption of a Constitutional amend- 
ment raising the mEaciraum optional local district tax from 7 mills 

to 12 mills. 

1 
Legislation Enacted. Constructive Educational laws enact- 
ed by the General Assembly of 1917 were as followsj 

1. Act !lo. 59. creating a Commission to study and 
report on the conditions of adult illiteracy in 
the State, 

2. Act. no. 112, establishing a Commission to adopt 
a uniform system of tosctbooks for the com-aon 
schools . 

3. Act Ho. 118, nutting tho maintenance of the state 
schools on a millagc basis. 



note 1. For a more complete outline of those laws, together with an 
outline of others less important see p. 206-210. 



97 



4. Act No. 457. appropriating ,,'!30,000.00 to encourace 
the teaching of clernontary :;;.^~riciilttiro, home 
eoonondoa j.ind r.ianual traininc in rural and village 
high Dchoola and the training of toichera for tho 
rural and olemontary f^choolo. 

logislation Urged- Uo special legislation is particularly 
urgod hy the admins trati on. The efforts along the line of legis- 
lation have boon directed toward forr.inlating an educational policy 
to be incorporated in the nov Conoitution "being worked out by the 
Constitutional Convention now in session. Ihe recommendatione 
as -orcsented by the Department of Education to the Conuaittee on 
Education from the Sonstitutional Bonvontion am^ adopted by the 
Conciittee are as follows: 



"Section 1. IntolligcnoG and virtue being the safe- 



guards of libcrtj?^ and tho bulwarks of a gree and good ■jovernmont , 
the State shall provide for the establishment and maintenance of 
a general, suitable and efficient system of public instruction, 
wherein tuition shall be free for all per ons over gIs years of 
age; provided, that the Geaoral Assembly may authorise local 
districts to establish kindergartens. 

Section 2. There shall be tlijsee administrative and tak- 
ing imits for school lourpoces: TTamoly, ftate, County and District, 

Section J* There shall bo a State Board of Education 
composed of seven '_ualified electors appointed by tho governor, 
and" a comjiisr-ioner of clucation, v;ho nhall bo cx-officio neraber 
and executive officer of tho State Board of Eduoatioh. Tho term 
of office, duties, pov/ers and corroonsatlon of the monbers of tho 
State Board of Education and the terra of office, manner of selec- 
tion, salary, duties, po\7ers rjnd lualifi cations of the State 
ooramissionar of education shall be fixed by law. 

Section A- There shall be a Coanty Board of t'ducauion, 
composed of five members elected by tho fiualified electors of fthe 
County in such manner as the Generril Assembly may prescribe and 
a county superintendent of schools for each Cou: ty. Tho County 
Board of Education shall elect tind fix the compensation of the 
county super in tondont v;ho shall be tho e::ocutive officer of said 
board. Tho terra of office, ciuaific tion, duticr, -jid pouors of 
the County Board of Education, tho county superintendent of 



98. 



sohoola rmd. of tho Motrict C-chool Boards ahall be fixed by- 
law. 



Section 5* 'iT^o General Asooinbly sliall provide for 
the naintonance ;jQd support of the public echoolo cff the [jtate 
for a period of at loaso six nionthrj aiiiiuril^.y in each acliool 
diatriot, ojid the revenue for thio purpose ohall be derived 
from the ;:tato nnd Coioity ta:cation, from tho inooino, from 
the permanent oohool fund, and from an annual por cnplta tas 
of not Iciin tlu:.n vl to bo ascor.ijcd on ovory \i.,liriod elector 
in the State. The General Asoembly ohall authorize the 
electors of each district to levy rjuoh tax as the electors 
themselvoa may deem necessary to provido suitable buildinrrs, 
equiprncnt:3 pjid ad.lltional school tern. The General Asaenbly 
may authorize tho County Board of Education to provido for 
Coimty high solioolc or hlc:h school -rivilosoo upon a r.iajority 
vote of tho electors affected. 

Section 6. no money or property bolonging to the 
public GcliOJl fund, or to this State for the benefit of 
schools or ujilvorsitios, ohall ever be used for any other 
than for the respective purposes to which it belongs.' 



Chapter III . 
Tlio Arkansas Education Comraission. 

The Arkansas F.diioation Comnilsnlon was created in lieu 

of a State Board of Education. The increasing volume of business 

attendiint upon the nuiintonance of the Department of public Instrac- 

tion, the magnitude of the rapidly developing public school system, 

and tho urgent need of capable advisory council In the intelligent 

direction and ooraprehensive development of this system in its 

varied and manifold Interests led Superintendent Cook, as early as 

1 
1908, to recoinmend the creation of a State Board of Education "to 

advise the Superintendent of Public Instruction and to assist him 
in the care and promotion of these (the school) interests." Un- 
daunted by the failure of the legislature of 1909 t4 create such a 
Board, ]Tr. Cook succeeded in enlisting the Southern liduoation 

Board, acting through its representative. Dr. Wyoliffe Rose, of 

2 
Tennessee, to finance an Arkansas Education Commission v/hose func- 
tion shoiild be to study tho school conditions and advise with the 
Superintendent on all questions pertaining to the educational ad- 
vancement Ox the State. 

Tho Commission was composed of twent'jr-two members , 
appointed by Governor George \! . Donagh^, in Hay 1910. The first 
meeting waa held in little Rock, July 28, 1910, and Dr. Henry S. 

1. Report of 3upt . of ?ubl Ins. 1907-O8. p. 18. 

2. The amount oontributed was .■;;3 '0»00f and was given without 
limitations or restrictions or even ciiggcstions as to policies 
to be adopted by the Commission. 

3. (Is to be found on following' pago.) 



100). 

HRTtHoc, of Ouachita CoIIqgo, Arkadelphiao , Arkansas, was ijolectod 

1 
as Sfioretary. At the first raoeting of tho ConMisoion tho follow- 

c 

ing resolutions wore unanimously adopted: 

1. "Resolved that our proli' •'.inaiy report should 

recite the hiotorj'^ of the creation of. this 
Commission ejid state its puriioses. 

2. "Recite tho lack of unity in organization and 

GUGgost tho creation of a ;3tatG Board in Edu- 
cation to work in harmony with the State Super- 
intend ont, and to study educational conditions 
and mal:e recommendations to the legislat-ire . 

3t "Recite condition of rural schools and suggoot 
tho need of consolidation of schools wherever 
advisable . 

4. "Recite the inadequate supply of teachers and 
suggest State aid to high gcjiooIg, roijuirlng 
that such sohools rX^Q fi'oo tuition to all 
pupil B in the county, and that they provide 
for training teachers . " 

Tho ComraiSBion, of course, had no authority to enact laws; 
hence, its functions v/ere purely advisory. Its purioosc, as stated 
In its Preliminary Report, issued in September 1910, was "to in- 
vestigate the school sjrsteiii of Arkansas and the laws under which it 
organized and operated; to make a comparative study of other school 
systems, to awalcon oontimont and inform the public, ojid to formulate 



Note ;> from page 119. 

Cook, Hon. Geo. B., ojc-officlo chairman. 
Hartzog, Dr. Henry ,'3. .Vrkadelphia, Secretary. 
Bernhardt, Jack — Dumas Knox, J.C .-Llonticello 

Brickliouse, B. D.— Little Rock Kuyhondall, J.v;.— Port Smith 

Cowling, J.T. — Ashdown McOollum, J.H. — ^Hope 

Dickinson, LLP. — Jonesboro lilllar, A.C. — Little Hock 

Doync, J.J. — Conway IToore, lErs . Jolin I. — Helena 

Eaton, J.C— Belief onto Reynolds, II .Il.-Payetovillo 

Fletcher, B.A. — Augusta Stoecher, A. — Spielorville 

Garrett, R.II.— ElDorado Triober, Jacob — Little Rock 

Harper, Clio— Little Rock Womble, V/.E.— V.'omble 

Heiskell, J.I!.— Little Rook Murrey, lErs . T.P.— Little Rock 

1. Later the Coc. was provided for a time with on office in the 
dopt. of i']d. at Little Rock. 

2. Preliminary i?oport of Ark. Ed. Cora. pp. 4-5. 



101 



retfommondatlon for the Gonorul AQsombly, onbraolng auoli susgestiono, 

roviBlons, and omondmonto as may seen wise and oicpodient in order to 

make the Arkansas sohool system conprohenslve, efficient, and better 

1 
ctdapted to the needs of our people." 

The Arkansas Education Commission at once entered upon the 

duties for which it had been created. As indicated in the set of 

resoliitions just quoted, the first activities of the Commission 

were directed toward a State Board of Education, Consolidation of 

Schools, and State Aid to High Schools, In limiting its activities 

2 
at first to these three lines the Commission says: "We have not 

been unmindfal of other needed reformsk nor havo we forgotten the 

fact that an Education Commission which does its fu].l duty to the 

public must present a symmetrical plan for the improvement of the 

entiro school system. As we proceed v/ith our investigations ond 

studies .. .reports embracing a system for the general improvement of 

the public schools will beaatimitted." 

Accordingly, committees v/ere appointed to study the three 
problems determined upon by the Commission as its first line of 
activities . 

The result of the studies of thh Committee on a State 
Board of i'duoation was incorporated in a report of twenty-six 
pages, published by authority of the Department of Education. This 
report contained a sarvey of the State Boards of Education (or 
equivalent organizations) in thirty-nine of the States and Terri- 
tories of the Union; the six States at that time without some such 

1. Preliminary Keport of Ark. Ed. Com. p2. 

2. Ibid, p. 4 

3. Bulletin number 17, A State Board of Ed. 26 pages. 



102. 



educational agency v/ere Alabama, Arkansas, Illinolo, Hn-ino, ITow 

1 
Hampshire and ponnaylvanla. in a well organized tabic there woh 

made an anlysis of the Educational Boards of these thirty-nine 

States showing for each Board in a comparative way the number of 

members, the term of office, the personnel and how appointed, and 

their powers and duties. 

In view of tho many testimonials of offoctivo work ac- 

oorai^lished by Boards of Education in other States and in view of 

the educational needs of Arkansas, the Oonmittee, after malcing the 

above comparative survey, recommended that a State Board of Edu- 

2 
cation be constituted in accordance with the following plan: 

"0?he State Board of Education t3hall consist of 
seven menbors. The Superintendent of public Instruction 
shall be chairman ex-officio. These members shall be 
appointed by the Governor, tho Superintendent of public 
Instruction and the Chief Justice of the Supreme Court, 
and in their appointment due consideration aliall bo 
given to the various phases of tho educational interests 
in the States . 

"The term of office of the appointive members shall 
bo seven years. 

"(The powers and duties of the board shall be as 
follows: 

1. To have general supervision and inspection of 
the public schools of the State, including the oduca- 
tionc'jl departments of the State Charitable and Hoforraatory 
Institutions . 

2. To make rules for the distribution of any part 

of a State school fund set aside to assist and encourage 
schools . 

3. To prepare and distribute plans and specifications 
for the construction and equipment of schools. 

4. To provide suggestive courses of study for rural, 
elonentary and high schools. 

1. Bulletin Number 17, A State Board of Ed. pp. 13-24- 

2. Ibid, pp. 2-3. 



io:> 



5. To proporo all ruoationa for teaohors ' oic\m- 
Inationa, to j^rade all oxanino.tlon papers and to pre- 
scribe all rules ;md resnlatlons neooGSary to oai'ry 
into effect tho provisions of tho law in regard to the 
certification of teaohera . 

6. To propose plana for organization of institutes. 

7. TO prescribe rulos and regulations for the sani- 
tary inspection of school buildings, and for the eaamine- 
tion of pupils in order to detect contactous and in- 
fectious diseases pnd physical defoots, and to tiilce such 
other action as may seem necessary and expedient to 
promote the physical welfare of school children. 

8. To classify and stojidardize the public schools 
end to provide for new forms of educational efforts tmd 
in general to take such action a,s may be necessary to 
promote the organization and increase the efficiency of 
the educational systo-rn of the State." 

1 2 

5!he report of the Committee appointed to study the pro- 
blem of State Aid to Iligh Schools was no loss virile and conclusive 

than that on a State Board of Education. 

3 
The opening paragraph of the report , showing the legal 

status of high schools in the State, was as follows: 

"So far as the law is concerned tho State of 
Arkansas merely tolerates high sohoola; she has 
never provided a comprehensive legal basis for 
them; she has never dealt seriously with the pro- 
blem. In naming the po'jers of the board of 
directors of special school districts, the law 
authorised them 'to establish and maintain a 
sufficient number of pri lary, graded or high schools 
to accommodate all the scholars in said district.' 
Again, the same section, in providing for the 
election of a superintendent of schools, authorizes 
him to 'be principal of any graded or high school 
the said board may catablleh. ' This is the stun total 
of what Arkansas has to say in a legiil way respecting 
high schools. Even ±n these provisions it is not at 
all certain that our law makers had in mind the high 
school of today, as they uso the torn as synonymoue 
with graded school. Hence what high schools vie have 



note 1. State Aid to High Schools. Ark, Ed. Com. Serial Ho .19 
Hov. 1910, p-i^. 112. 
2. J.H. Reynolds was cliairman of the Committee. 
5. State Aid to Higli Schools: Ark. Ed .Com Serial llo . 19, p.^. 



104. 

0T7C tholr esxlDtonoo ancl. rrviintonanoo ontlroly to loo»^l 
inltlatlvo; they hrivo novor rooolvod oron legal or 
moral enooiirafjomont from tho State . " 

1 
llecct a tabulation was mado oliowlnc tho condition of hl^h 

aohools in Arkanoas to bo as follov/o: 

NTunbor 4-yoar high aohooln in otnto :)i 

II j II II r. II .1 -y^yf- ^-4.8 

n E " " " " " — — ^ 531 

Total ll6 

Niiraber of high oohoola enrfiloylng four or 

noro toachors IS 

Nunibor of high sohoolB onrployin^^ fihroo toachera EO 

I' ti n II Ti -^Q r. ^2 

" " " '• " one toaohorw 32 

Nmnber of btiidonts enrolled in 4 year high oohoola 5353 

n ti II n II 5 IF n ti 1900 

II ir II If II 2 " ' -._— o8l 

Total onrollmont 5914 

It was pointed out that 3inoe a largo majority of tho otrong 
high aohoolG vyero in tho larger tovm3, tho great mass of the rural 
population wac vdthout tho advantagoa of high oohools. Thla, indeed, 
rtiowod -tJiat tho high school interests of the State had boon sadly 
neglected and that thero wia inrjrjorativo need for inrprovomont in this 
particular. 

A survey was also raado of the Stato Md to High School 
movoraont of a few typical States in tho variouo sootiona: Tlx.(l) in 

■Gio ,7Gst Washington, Calif omia, Kansas and Nebraska; (2) in the 

North I3.nno30ta, "'isoonain, and Hew York; (3) in the East — ^l^assa- 

ohusotts and l^iode Isl;jjid; and (4) in the .}outh — 3outh Garolina, 
Louisiana, JTorth Carolina, Tennessee and Virginia. At that tine 
most of the Statos in the Onion v-ore ap inlying the rinolple of State 

1. State Aid to Iligh Schools- rk. Ed, Com Serial llo. 19, pp. 3- 



a&ou 



foorfoa 
. . r.±v 



;)' 



'frt 



;; i_i ; ,vi , ■ i^j 



it C 11 



9QSei 



■t X 1 , ' 1 ^ ' 



•J .ftrtjsq 



lo qX -j oa"a?r xiciau Siiu ii, . lo v.- 



Aid to High Schools, tmt a aurvoy of the fourteen mentioned abovo 

was deemed "sufflolent to show tlio different forms and amount of 

state aid, as well ao the cEtent of the movement" for the purposes 

of the Committee. Tables v;ere given chovTlng the growth of High 

Schools under the operation of State aid in a few of the States 

studied . 

In ooncluoion the Comraittoo pointed out a numhor of oon- 
1 
struotive principles for the guidance of iVckansaa in her problem 

of dealing with the high school situation. These were incorporated 

ujider seven heads as follows: 

"1. Arkansas' Condition. Arkansas has no sufficient 
law governing high oclioolo . . . and as a result has but few 
high schools . 

2. The Heed of the High School Iirrperativo, The public 
high school is essential to the life of the public school 
system. It is democratic; it is the college of the people; 
it makes for oconoraie efficiency. It multiplies the pro- 
ductive power of the people and prepares its students for a 
better solution of the nost important meat and bread pro- 
blem. It transforms the community into a center of cultTire 
and refinement and raises ixltolloctual and moral standards... 

3. State Aid. The most powerful force used by the 
practical American in the dovciapment of high schools is 
State Aid. The application of this principle has brought 
into existence thousands of high schools and has made 
effioient as many more small ones... State Aid is not given 
to relievo the locality of the burden of supporting its 
schools; on the contrary, it is oonditJ.onal on local self- 
help... The most fundamental T^rinciple governing the dis- 
tribution of state subsidies running through all the laws 
is to help only such schools n.s help themselves and as have 
in them the elements of suocess. 

4. Unit of High School Organization. Touching the 
territorial imit used as iihe basis of liigh school organisa- 
tion, the states vary v/ith the forn of local government 
dominant in them. The district, township and county are 
the more common units... The essential principle to safe- 
guard is that a sufficiently large tcpcing unit should be 
recjuired before state aid is granted, to guartantee sufficient 

Note. 1. State Aid to High Schools— Ark. Ed .Com. Serial No .19, PP. 9* 



106. 

funds to make the school cffloient. lUhe elementary grades 
mast also "bo protected against nofjleot . . .The high sohoolo 
call not prosper iinleaa thoy are fod by students from 
efficient ooramon schools.... 

5. State Supervision. Another r)rinoiple running 
throughout state aid Icciolation is state rjupervision 

of high schools. The State raist talco guarantees that the 
schools aided are v/orthy and that they apply the money in 
accordance Trith the termff of the girant... 

6. Normal Training. Several states.... give state 
aid to high schools for the purpose of establishing normal 
training dopart-ments therein. Raising the standard of 
toacliing efficiency is the keynote to the rural school 
problem. It is distressingly low now. Most of our rural 
teachers havo merely finished the comnon school course 

in the country and have had no prof ossionsil trBining ... 
ArJcansas should provide that a snail part of the amount 
appropriated to aid high schools should be used by the 
State Boiird In establishing In our strong high schools 
normal departments. 

7. Industrial Training. A few states, in appropriating 
for high schools, provide that either some of the applied 
arts and sciences shall be taught, or that the State Board 
naiy recuiro at Its dlsoi-ction ouch subjects to be taught. 
Some such provision should bo made (for Arkansas) .... The 
State Board should bo given discretion; it should lie T7i th- 
in its power to say when a school shall offer industrial 
training as a condition of granting State aid." 

1 2 

Tlie report of the Committee on the Consolidation of Rural 

Schools was in Treoping with tho two preceding reports as to verllity, 

thoroughness and comrprehensivoness . To secure information as to the 

status of consolidation in the county at large the Committee sent a 

letter of in'^.uiry to the Superintendents of Public Instruction in 

every State of tho Union. "Their replies," the report states, "show 

that in a large majority of the states the small community district 

either docs not exist or is disappearing, and that the larger units 

1. ConsolHatlon of imral schools, .'rk.Ed.Com. Serial 110.20, p. 12 

Deo. 1910. 

2. The Committee v/as as follows: J.Y/. Zuykendall, chairman, rt. Snith; 
J.T.Dowling, Ashdown; and . .E. rromble, ■.Vomblo . 

3. Consolidation of Pural Schools, Ark.Ed. Con. p. 4 



107 

of school organization are a pronounc^'d mioooss." To substantiate 

this statement, ercorpta are uuotod £rom replies reoeived from 

the follovTine States; Connecticut, :'lorlda, Idaho, Indlm.., Iowa, 

Kansas, louisicna, Maine, Llaasaohusetts, KeTiraska, Hew Jersy, ITew 

Meaioo, north Dalcota, Pennaylvania, Texas, Utah, Vermont, Y/est 

Virginia and Virginia. 

The rural school conditions of Arkansas were then set 

1 
forth, in part, as follov;s: It is needless to go into detail as 

to the present unsatisfactory conditions in the typical rural 

schools of Arkansas. The houses are inadeciuato, unsanitary, un- 
oonfortable, unattractive. Their surroundings have received little 
attention either for beauty or healtlifulness . The schools are 
practically without apparatus for the teaching of any of the special 
subjects of science of industry. Teachers, however, earnest and 
capable, are without training in the methods of teaching, because 
they have no facilities for acquiring teclinlcal loiowlodge of teach- 
ing, and the number of new trained teachers is not sufficient to 
supply the annual vacancies in the teaching corps. Salaries are in- 
adequate, so that many of the best teachers leave the school room 
each year... This constr-nt change of teachers magnifies the evil of 
short terms, so that year after year many chJLldron repeat the same 
line of work without progress and v^lth growing indifference. ...No 
permanent classification seems possible and there is no systematic 
course of study governing the progress of the child through school." 

An addenda to the report (p. 9) by ouperintondent Cook 
gives the following facts taken from the annual roports of county 

1. Consolidation of RurrJL Schools. Ark .Ed. Com. p. 7- 



108, 



oxanlnera, August, 19IO: 

1 . 112 ono-room aohools with an onrollmont of 

ten or less . 

2. 179 ono-room schools with an onrollmont of 

fifteen or less. 

3 . 636 ono-room Bchools with an enrollment of 

tv7onty-fivo or loss . 

4. 951 ono-room schools v/-ith an enrollment of 

thttty-five or less . 

The usual objections to oonf30lidation wore talron up brief- 
ly by the Committee and shown to bo fallacious or at least insig- 
nificant in oomjjariaon v/ith the cdvantages of consolidation. 

!?he CoraraitteG formulated no definite plan of consolidation 

that might be embodied in a legislatlvs enactment on consolidation, 

si ;Tply stating that it was the puroose to ask for legislation along 

1 
these lines: 

1. To enable two or more districts^ so desiring, to 
unite, thus securing a larger area and a larger 
revenue. 

2. To provide means whereby small schools may be dis- 
continued and the children brought together into 
larger schools, whonover conditions maire such 
centralization feasible. 

$. To encourage the grading of rural schools, the intro- 
duction of agriCLiltxxre, manual training, and domestic 
science into the course of study, and the organisa- 
tion of Mgh school departments and rural high 
schools, so that the best obtainable common school 
education may be nlaced within the reach of every 
child . 

During the Summer and Pall of 191O the Arkansas Sducation 

Coninission held some two hundred or more rallies in various parts of 

the State to acquaint the public with the educational reforms urged 



1. Consolidation of ioiral Schools/ Ark. Ed. Com. p. 9 



109. 



1 
by the tlireo apooial comnlttoeB in their x'oporta Just outlined. 



Public speokoro ovcrywhero volunteorod their services at these 
rallies; the club womon manifested an active interest in then; and 
the teachers worked zealously to make them a success . Generous 
space for advertising the rallies was contributed by the local news- 
papers; and a thousand addresses and sermons were delivered in the 
pulpits of the State by laymen and ministers in the interest of pub- 
lic school education. 

Che rallies for the most part were well attended ;md much 
interest and enthusiasm disiDlayed. In speaking of the results of 
the movement the Comcitteo says: "Everywhere the friends of educa- 
tion have been surprised and gratified at the profound interest among 
the masses in tho cause of educational advancement, Arkansas is in 
the midst of an educational revival y.'hich is stirrin^^ tho peoi^lo as 

they have never been stirred before. The public is clamoring for an 
iccprovoment of the public school system." . 

Soon after the appointment of tho ;U'kansas Education Cora- 
mission by the Governor, the Democratic State Convention unanimously 
adopted tho following resolution: "Realiairif: that consecrated intel- 
ligence is the foundation stone of Democracy, we heai^ly endorse the 
recent action of our Governor in appointing an Education Commission to 
study the school laws of the state with a view of rccomjaondxng to the 
Legislature revisions and improvements. Ignoranoo is a ireatcrburdon 
to a State than taxation .'jid v/o call upon al.l good oitif^ons to ex- 
tend a syripathotic cooperation to the Oomraission in its efforts to 

1. One hundred thousand co^ios of the Commission reports v.ore nent out, 

2. State Aid to High Schools: Ark. Ed. Com. .serial ijo . I9,pll. 
3- Preliminary Rr^ort of Ark. Ed. Cora. p. 2. 



110. 



Bolvo and sinplify our oduoaolonal problems." 

Tlio Ark-ansas State Toachers ' Association, \vith an enroll- 
ment of 1140 members, at Its Dec ember moetine in 1910, ur.anlraously 

1 
adopted a resolution "coranonding the work of the Arkansas Bduoa- 

tion Commission and endorsing the reforms urged by its special com- 
mittee." 

2 

Governor Donaghey, in his inaugural address to the 
General Assembly of ISll, said concerning the Commission, "A decided 
ste|) towards a careful roadjustmont of O'or public school system has 
been talren by the present administration in the appointment of the 
Arkansas EducationaCormission. [i!his action has heen taken without 
involving the expenditure of a single dollar of the State's funds, 
and h:.a brought to bear upon our school problems the careful, thought- 
ful consideration of a corarnicoion soloctod v/lth special reference to 
to the fitness of each member for this inrportont service to the 
Stato. It Is the province of this commission to make a careful study 
of our present school lairs; to look into the working of the laws of 
other States that have made the best progress along this tine; to 
remedy the defects and create a system that will moan better schools 
and better school lavrs . I, therefore, earnestly recommend that you 
give special attention to the report and findings of this first 
Educational Coranisoion of Arkansas." 

A further indorsement of the work of the Commission was 

5 

embodied in a resolution of the General Assembly, approved April 7. 

1911, as follows: 

"Be it resolved by the House of Hoprosentatives, the 

note 1. Proceedings of the Ark. i'oaohers' Association, 1910. p. ^0. 

2, Mossago of Gob. George '". Donaghey to the iTembers of the 
Thirty-Eighth Gen. Assonbly pp. 43*44 

3. House Concurrent Kesolution Ho. 12, Act. of 1911. 



111. 

jonate Gonoiirring thoroln; 

"That wo heartily approve tho work that tho '\rkansa3 
r;duoatlon Ooinnission ic doing in its effortG to brins about bettor 
educational oonditiona in the state; and 

'•'That tho oomiission be continuou, for faturo invoo'oiea- 
tions and work, to the end that a full o,nd comjilote report of its 
findings and recoirBnondations be made by said conmisaion to tho 
nest Genoral Assembly, and also that the Education Oomnission is en- 
powered and authorised to <3odify the school lav/a of tho State of 
Arkansas . " 

Indeed, the Arkanso^^ ]',duoatlon Commission by its intensive 
campaign had created an educational revival anong the people; the 
members of the coming legislature, which convened in Jcnuai'y 1911 » 
had caught the spirit; and tho efforts of the Coriciission wore crowned 
by the passage of laws relating to three roforms so urgently 
stressed in the campaign. Act no.ll6 w«» provided for Consolidation; 

Act Ho 028 authorized State lid. to High Schools; and Act. Uo.4J5l 

1 
created a State Board of Education. In o.daition to these three con- 
structive laws, tho legislature of 1911 further distinguislied itself 

2 
by the passage of at leant eight other general educational la^Ts of 

a progrossivo nature all of which, no doubt, follovred as a 

sequence to tho genoral feeling of a need for educational rofoims , 
which had been created by the campaign of the Education Oommisaion. 



1. For an outline of those laws, see pp. 200-20$. 

2. For a list of those eight laws see pp. 199-200. 



112. 
Chapter IV . 

C-oneral Bduoational A^oncioo. 

In addition to the work of the .■Department of Kduoatlon 
tinder the direct supervision of the State Suporintnndont of Public 
Instruction, there are four lines of educational activity in the 
State of .'\rkan.:as, rrhich nay he termed "General ?1duoational Agencies; 
vis. (1) SuperviGion of Secondary Education; (2) Supervision of 
Rural Schools; (5) Supervision of Special Mountain Schools in 
Thirteen Counties; and (4) Supervision of llegro Schools. These four 
lines of educational activity are imder the direct superPvision of 
their respective Supervisors, and are financed entirely by contri- 
butions from sources outside the State. The superintendent of 
Public Instruction exorcises only advisory control over them. 

Supervision of Secondard lilduoation. Supervision of Sec- 
ondary Education was the first of these agencies to bo established. 

A& indicated in Chapter III, in outlining the report of 
the Committee apointed by the Arkansao Education Commission to 
study the problem of State Aid to High Schools, there was not legal 
basis prior to 191I for the existence of high schools. According 
to the Digest of School Laws, issued in 1909 hy the Department of 
Public Instruction, only two sections make any reference to high 
schools. Section 7^84, enam^ other things, authorizes the board of 
school directors in cities and towns "to employ a superintendent of 
schools, \7ho may also be principal of -\n^ graded or high school 

in that said board may establish; to establish and maintain a 

sufficient nxunber of primary, graded or high schools to accomodate 



113 

all the Boholaro in said distriot; to detormlne tho 'brpjaohes to be 
taught and tho text books to bo uoed in tho several sohoolo of the 

districts; '.'The noxt i^ootion, 7^S5, malces practioally the caino 

provision. It sayc, in p-'^'t, "It sh.ll be the d^ity of said board, 
aa soon as the means for that purpose can bo provided, to establish 
in said distrlot an adequate mxmber of primary schools so located 
as best to acooinmodato the inhabitants thereof; and it shall be the 
furtlier duty of said board to establish in said district a stdtable 
number of other schools of a higher grade or grades, wheroin in- 
structions shall be given in such studios as may not bo provided for 
in the primary school; the number of schools, the grados thereof, 
and the branches to be taught In each rjid all of said schools to be 
determined hy said board," llieso two sections constitute the body 
of laws QOTTGrnlns high schools or secondary education prior to 191I. 

It will bo noted that in Section 7684, tho terms "high 
School" and "graded school" are used synonymously, .hile in section 
7685 only the term "higher grade or grades" is used, Prom this v/e 
are led to believe that the framei*s of thoso two sections of law did 
not have in mind the idea of a high school as we understand it today. 
During tho stormy days of Reconstruction and tho years immediately 
follo;7ing, high schools v/ero not considered a part of the free 
(public) school system. '!?is true a revolution in opinion on the 
subject of secondary or high school education has talcen place since 
then, but only in coLijaratively recent years havo our idoios on the 
subject been orystaliaed. Consequently, our laws have been based 
upon the illogical and anoiJilous policy of making permanent provision 

for olenentary school education and Uiilversity training, leaving 



114 



secondary oduoafcion — the connooting link botv/ocn tho Glomontary 
school and the University — to dshc care of '^oadomioa nnd aiich high 
ochools RS might ho ost-'.hlishod and maintiPlnGd y the ohanoe 
initiative of local school authorltlos. 

Since tho Sts.te "simply permitted hut did not oncourace 
"high schools," they v;ore not under the supervision of coimty or 
State officials and consequently wcro not ro'iulred to ms.ke official 
reports. Tho only statistics relative to secondary education sun- 
raorised in the reports of tho State nuperintondont are found in the 
colunn headed "higher education" contained in the Tables fpLving 
the "number of pupils in the Different Subjects Taught," This data, 
of course, gives no information at all as to the stai;us of high 
schools in the State. Though there v;ere nearly one hundred schools 
claiminc secondary rank in 1909, it was a matter of corimon Imow- 
ledge that only a very few of these vyere worthy of the rani: of high 
schools. Furthermore, most of those entitled to high school rank 
were located in some seven or eight of the largest cities of the 
State. With rare eTcoeptions there wore no high schools outside the 
towns and villap^cs; hence, secondary or high school education was 
denied the great majority of children of hisji school grade and a,r:e. 

Healizing this lamentable condition, superintendent Cook 
prevailed upon the General Education Board, of iiew York City, to 
place a Supervisor of Secondary Education in .\rkansas for the pur- 
pose of improving and building up the high schools of the state. 

n 
J. 

An initial sum of ;37,000.00 was appropriated for the purpose, and 
1. Sopor t of Supt. of Public Ins. 1909-10, p. 7. 



115 

B. T7. Torreyeon, Superintendent of the Littlo Rook Schools, was 

choson as Supervisor. The v.'orL: of the i-upervisor was to bo '.indor 

the Joint direction of the Unlvoroity and tho fjtate Departnont of 

Education. 

Mr. Con'oyson entered upon his now duties in the pall of 

1 
1909, and gave his immediate attention "to the standardization" of 

existing schools with the respect to couraos of study, teaching force,' 

leggth of terra, length of recitation periods, reduction of the number 

of daily classes per teacher and material enuipmont, rather than to 

the ostahlichment of new schools." This was' a wise policy in view 

of tho fact that o-ijr high schools, in the absence of a centralized 

directive and supervisory educational agency, had conformed to no 

rules of standardisation. 

Naturally, the first work of the Supervisor of Secondary 

Education was the organization of an outline course of study for 

hi^ schools; and, accordingly, the follov/ing "Four-Yoar High School 

2 
Course" was prepared: 

First Year 

1. English -Gramracr, CoriTposition and Classics. 

2. llathcmatios -Elementary ^llgobra through (iuadratics. 

$. -'istory^ Ancient 

4. Latin or German or French or Manual Training or 

Physical Geography or Domestic ;;cicnce or Elementary 
Agriculture. 

1. Bulletin D 23, Arl:. State Dept . of pub. Ins. (High School Reports 
and Tables, 1911-12) pp. §-4 

2. Bxaietin No. 9. Pub. by Authority of Geo. 3. Cook, State Supt. 
also fouhd in Report of Supt. Pub. Ins. 1907-O8, pp.88-90. 



116. 

Second Year 

1. En^lish-PJietorlc, Corapoaition and Classlco. 

2. Piano Geometry. 

5. llodem History. 

4. Latin or Gorman or French or Biology or J.lanual 
Training or Domestic ocienco or loraenttiry 
Aeric^-ilturo. 

Third Year 

1. Encliah-iaietorio, Composition a.nd Claaaics . 

2. Kathematios- Advcnced Alcobra. 

3. English Hintory. 

4. Latin or Oerman or Croek or French or Chemistry 
or Physics of Bookkeeping. 

JFourth Year 

1. Enclish-Historj'- of Literature, Corriposition and 
Classics . 

2. i:atherrKitics-3olid Geometry -o-, and Trigonometry -y-, 
or Advanced Arithmetic ij-. 

3. American History and GOYemment. 

4. Latin or Greek or French or German or Physics or 
Chemistry or Coranercial Geography or Shorthand. 

The ahove outline vras accompanied by a statement of the "entrance 
roquiremonta" of the University of yirkanaao, for ito various degrees. 

lHadh. tine teas spent by the Supervisor in visiting and in- 
specting the high schools of the State; rjid, though there was no law 

compelling thoir cooperation, the high schools gonorally manifested 

1 
a great interest in the movement to raise tlie standard of sccondo,r^ 

1. A^DTO-gOB of the favor V/-ith v;hich this movement was receivod v/e .note 
from the "Resolutions" of the Arkansas Teachers' Association Pec. 
1909, the follordng: "To the General Education Board we esqpress 
our thanks for thoir having established the cliair of secondary 

b' 117.) 



117. 

education. In tho oourno of a fow months tho high ochoolQ had 

been rated, on a "basis of the standard C am egie- entrance imlt; and 

this rating was furnished the college and UhiYorsity authorities of 

the State for their gtddance in clasaifyinc: students, who entered 

tiieir rospoctiye institutions. 

37he movement for the development of the high schools of the 

State was r^reatly facilitated by t\70 general laws enacted by the 

legislature of 1911. Tho first one created a state High School 

2 
Board and provided ntate Aid to High Schools; the second created a 

State Board of Education. A3 stated in Chapter III, these two laws, 
together with several others, v.-ero tho results of the active cam- 
paign cirri ed on during the latter part of 19IO by tho /trkansas 
Education Oonniasion. 

The main duties of the State High School Board were to class- 
ify high schools receiving State aid, to establish normal training 
departments in four-year high scbools, to prescribe tho courses of 
study to be adopted and taught in tho normal trr Ining departments, 
and to determine the qualifications of all teachers in s4£d normal 
department, on the creation of a state Board of Education all the 
powers and dutien of tho Hi^ School Board were to be transferred 
to the new organisation. 



l.(from page lib) education in thia State, V/e believe that this move- 
ment has ?lroady been of gree.t benefit to the State and under 
the leadership of B.v/. Torroyson, we expect greater renultc in 
the future." Proceedings of the Ark. State Teachers' Association, 
1909. - . 19. 

2. Act llo. ^26 of the Acts of 1911. 

J, Act No. 451 of the Acts of I9II. 



Il8. 

Tho eztonsion of Gtato aid to hich schools had throo 
specif io purpoooa: 

1. To eataMisli high nchoolc in tho riirul dis- 
tricts so as to extend hi^^h school privilogos 
to tho children of those diotricta. 

2. To strengthen and standejcdize the high school^; 
and 

5 . To provide for the training of teachers for eloraon- 

tary and riiral ochoolc . 

For the purposes of the Act» tho sum of 050,000.00 was 
appropriated out of the coiomon school fund — ^;40,000.00 of v.hioh was 
to be used for general high school purposes and 310,00.00 for teacher 
training dopartnonts in high schools . 

The main duties and povrers of the State Board of Education 

were to have iSie management and investments of the permanent soliool 

fund; to recover by process of law all moneys due the common school 

fond; to control the chartering of all educational institutions; to 

determine the conditions upon which dogrces should be conferred; to 

provide coursos of study for rural, elementary, graded and high 

schools; to clas3ii> and standardize the public schools; to prescribe 

the reruirements for accrediting graded ond high schools; and to 

take such action as may be, necessary to promote the organisation ;Tjid 

increase the efficiency of the educational system of the state. 

Immediately upon its organisation, July 14, 1911, the State 
1 
Board of Education , acting in its capacity as State High School 

1. The personnel of the board was as follows; 
Cook, Geo. B. ex-officio chairman 
Toireyson, B.\Y. Supervisor of seconidry Education, 
'Daniels, C.I. Secretary; 

Kuykendall, J.W. Fort smith; Bradhojn, D.A., "arren; 
Lee, John P. Clarendon; Hutchinson, Forney, Hot Springs. 
Resnaolds, J.H., Fayotteville . 



119. 



1 
Board, draftod tho follov;ins rosiilationa covorning high schools 



reoelving State aid for eronerol purposes: 

1 . Each school shall be provided with at least one room to 
be used for high school purposes only. 

2. A two-year high school shall provide at least one teacher 
who shall give his nhole time to high school work; a three-year high 
school one and. one-half teachers; a four-year high school tow and 
one-half teachers; and a normal trr,ining high school throe teachers, 
in addition to the normal training instructor. 

5. The school term shall not bo shorter than eight months. 

4. IThe recitation periods shall be at least forty minutes 
when the term is nine months or flrt-five minutes when the term 

is eight months. 

5. lEhree and your year high schools mast equip a labora- 
tory for the teaching of at least one natural science and normal 
training high schools must equip for two. 

6. Jill pupils of high school grade and all liconsod 
teachers may attend any State aided high school located in tho county 
in which they reside without payment for tuition. 

7. All schools must expend annually not less than $25.00 
for library, the books select xl to be approved by tho rotate Board 
of Education . 

8. All teachers employed in high schools receiving aid 
are subject to approval by tho State Board of Education. 

9. All schools must enroll at least tv.-anty-five high 
school pupils; provided, a mral high school with an enrollment of 
fifteen may receive vid for two years. 

l.Biilletin, D 2^ Ark. State Dept. of Pub. Ind. 1911-12, p 4. 



120 

1 
In addition to theso rojjulations, the following were 

drafted for the government of those high sohoola receiving 3tato cdd 

for teacher training departmontc; 

1 . The school must offer a full four-year standard high 
school couroo. 

'I, There must he throe high school toaohers in addition to 
the normal training instructor . 

5 • The normal training instructor must have had special 
preparation for Ms work and must he approved hy the 'otate Board 
of Education. 

4. The coursB of study must include at least fonrtoon imita 
of academic work and throo units of professionsl v/ork. 

5. On completing the course, graduates may be given liconse 
to teach in anj^ of the common schools of the State. Shis may ho con- 
verted into a professional license after two years of successful 
teaching and the completion of a course of reading prescribed by the 
State Superintendent . 

She regulation of the State Board of Education in regard to 
2 
the qualifications of teachero re .uirod all teachers enrployod in 

high schools to hold a State, profesaional or first grade liconse. 
Those holding a first grade liconse must have as additional quali- 
fications, two years of college gaining, a normal school diploma, 
OP three years of successful high nohool teaching experience. 

The above regulations as to the course of study, State 
aid to high schools and ciualifications of teachers ocrployed in high 
schools wont into effect in the Pall of 1911. with the 

1. Bulletin .D,2; Ark. State Sept of pub. Ins. (nigli School Reports 
and Tallies, 1911-12, pp 5~6 

2. Ibid. j). 5 



121. 

opening of the 1911-12 school terra. In siuinarlzinc the recults 

1 
after tliroo years of operation. Superintendent Cook says: "Atten- 
tion is called to the growth of high schools under the State Aid 
law; espeoiallys as to gain in number of high schools, 126 per cent; 
total enrollment, 92 per cent; and number of full four year schools, 
131 per cont; more significant than this is the enrollment of 2,500 
rural boys and girls xrho aro annually givon free instruction in State 
schools. Without tliis law they coiild not have had this training at 
all. Its effect on rural schools has been extremely beneficial in 
that it has eeft* set st^indards for entr^-ince in high schools , v;hich 
has made necessary more exact and thorough work and completion of 
the common school course. It has given free instruction annually to 
more than a thousand rural teachers; and strong professional courses 
in normal training high schools to an annual averan-o of four hundred 
young teachers who want a more thorough preparitlon for teaching in 
the elementary and common schools . Of these one hundred and sixty- 
three have completed the course, received diplomas and licenses and 
are ndw teaching . ith success. Besides the schools have been brought 
to standards In length of term, length of recitation, number of 
teachers, and laboratory and library equipment. Their efficiency has 

been greatly promoted in all respects," 

2 
The following outline shows the progress of the high 

school development, under State aid and the supervision of the 3tato 

1. Syllabus of the Twenty- xhird Biennial Report, State Supt. of 
Publ Ins. 191^-14. pp .16-17. 

2. lEhis outline is taken from the outline in the Syllabus of the 
Twenty-Third TBienniol Keport, State Dopt. of Pub. Ins. 191:^-14 
pp.16 and from the nummary of F.igh School Str.tistica in Bulletin 

D 2^, Ark. Stat o Dopt. of Pub. Ins. (High School Roports and Tables 
1911-12) p 25. Per more coraplote detaila, see these two references. 



122 



Board of Eduoation together tdth tho Supervisor of Secondary 
Education, in a little noro detail: 



»08-»09 1909-10 1910-U 1911-12 


1912-15 


1915-14 


14-15 


irollment, Plot. S^ State 4,^25 
Ldod high school e 


5.655 


6.708 


9.567 


11.701 


12,86; 




icrease in enrollmont 


1,008 


1.065 


2.859 


2.85s 


1,15^ 




3r Cent of inoroase In 
irollment 


21.79 


18.96 


42.62 


22.57 


9.87 




3hoolG aidod for CQiioral 
irposes 






79 


106 


119 


157 


3hools aided for normal 
raining 






14 


14 


15 


14 


3tal schools aidod 






95 


120 


152 


151 


lole nunbcr of high sohools 
1 State 


89 


94 


122 




215 




ipils enrolled in normal 
rrining classes 






524 


598 


448 




jrmal training diplomas 
rf.nted 






41 


51 


71 




Ipils studying agriculture, 
Bite fiided H.S. 






1.652 


2,428 


2.177 





Dtc. About 700 additional pupils were studying /V^riciilture in the district 
high school, i.e. School not receiving Stato aid. 



When we take into account the increase in the length of 
tern, length of recitation, number and efficiency of toachers, and the 
number of years included in the coizrso, together with the general 
development of the standards of the high sohools, the above showing 
for throe years of State aid, 1911-1914, is indeed remarlrxiblo and 
gratifying. The gap between the oorainon school and the University had 
boon bridged, f?jid our so-called free school system had become a system 



123 

in reality, xrith. tree oppirtunitieo for all Arkansas children to 
make equal advanccmnt in life, whether they happen to live in the 
city or In the rural commitaity . 

II otwlth standing tliis TA)nderful ahoTving, there was c^^owing 
up in many localities a more or Iobg bittor opposition to the prin- 
ciple of tJtato aid to hi^ Bohools . It was contended by the object- 
ors and by petty politicians that, since the fund for State aid to 
high schools wac taken out of the cora^aon school fund, the miral 
district, regardless of whether it was able to take advantage of 
the lavr, had to contribute to the support of high schools. IDlio 
system, they claiine, involved the principle of robbing the vreak to 
give to the strong. 

Anticipating unfavorab3se action on the matter by the General 

1 
Assembly of 191$, the State Board of Education issued a bulletin, 

January 29, 19l>, defending the law providing State aid to high 
schools and protesting its repeal. In tliis bulletin the pujrpose of 
the law was e3:i)lainod and the results accoirrtTlished the first year 
of its operation stated. In regard to the weak districts having to 
contribute to the aid of the strong, it was shovra that the average 
commong school districts, VTith an enumeration of 8o pupils, contri- 
buted only ^6,40 — "a sum too small to affect either the length of 
the school term or the salary of the teachers." It was pointed out 
that in return for this expenditure of v:6.40, the district had the 

privilege of sending all its toaohors and all its pupils v/ho had 

2 
finished the common school course to any high school in the coxuity 

1. State Aid to High Schools, a bulletin addressed to the Members of 

the GeneroJ. Assembly, Jan. 20, 191:>. 
2. The only coimties at this ':ime viiich were not maintaining State Md 

od nigh Schools were Deoha, Drew and r idison. see P.cport of Siipt. 

of Pub. Ins. 1911-12, p. 25. 



124 

without tnltion charge. It V!-ae further pointed out thc.t, since 
State aid to high schools hod reoultod in "tho accession to the 
ranks of the common school teachers of nearly one thousand teachers 
who have had high school instr-uotlon, and over throe hundred who 
have had special training; as well," tho rural districts vrould \m- 
douhtedly ho benefited hy incfoased officlanoy in teaching. The 
bulletin also stressed $he need of a coiroleto school system, includ- 
ing elementary, secondary and University training, so that every hoy 
and girl in the State v/ould have equal op'jortunity in ao^iuiring a 
necessary finished education. 

Two bills wore introduced in the legislature of 1913 for 
the repeal of the law providing State aid to high schools - one in 

the House Davis of Lafayette, and one in the senate hy Ferguson. Tho 

1 
Davis hill passed the House hy a jrote of 41 to $9» "but UDon its 

2 
first reading in the Senate it was tabled by a vote of 2'j) to 9» 

!i?he Ferguson bill was read trice and referred to the committee on 

'J 
Education , but the Committee did not return the bill. Later the law 

was declared unconstitutional by the Supreme Court. 

Bhe General Bduoation Board still continues its Supervisor 

of Secondary i::duoation, in Arkansas. !Tr. B.W. Torresyon remained as 

Supervisor until July 1917, when he resigned to accept the Presidency 

of the Arkansas State normal School. ICr . A.B. Hill, Principal of the 

Little i^ock High School, was elected to succeed ''r. Torroyson. 

Although the high school development was materially affected by the 

decision of the Supreme Court in regard to the imoonstitutionality 

1. House Journal, 191i)-p.424 

2. Senate Journal, 191 i^. p. 2$3 

3. Senate Houmal, 1913 1 P« 79 



125. 



of the State aid law, yet the work of the Dupervloor of iieoondary 
Bduoation, aidod by the State Board of 2duoation, has boon of 
InoalcTilablo value to our hi^ cchoolo. 

An idea of the work done by Mr. Kill during the year he 



served as Supervisor of Secondary Education may be gained from 

1 
the following oiiotfxtion: 

"Sinoo the first of September, the High School inspector 
haa visitod schools in forty eoimtieg. In addition to visiting 
these schools he has attended meetings of teachers in seven 
counties. 

On Saturdays, he has held meetings of superintendents 
and principals at Jonosboro , llev/port, Brinlrlcy, Pine Bluff 
and Dorraott. At these meetings such topics as "Adjustment 
of Course of Study to Ileet the IJoeds of the Corai-runity, '= 
"Professional Heading of Teachers," "School Supervision," 
and "SuporviD3d Study" have oeen discussed. 

It has boon our jmrposo at till theso discussions to show 
the need of practical coiirses of study, especially such 
subjects as Homo Econoraios, Agriculture, Iianual draining 
and Allied Sciences. He has tried, at every opportuiiity 
possiblo, through jirivatc conforonceo cmd public utterances, 
to get the people interested in some practical subjeota, 
such as homo economics and agriculture. 

During the nonth of llovembor, almost the entire tine 
has been spent in conference vrith the superintendents and 
school boards, relative to the establishnent of ugric iltural 
departments in the various high schools under the provisions 
of the Smith -Hughes Act." 

Supervision of l^ral Schools . 

The second line of activity in the group of Genoral Edu- 
cational 

Agencies to be taken up in Arkansas was the Supervision of 

Rural Scliools . 

In their biennial roporta, the several Superintendents of 
Public Instruction had called attention to the unsatisfactory con- 
dition of the rural schools, and for thoir improvement had made 

1. Educational Hews Bulletin, Vol. 1, i:o.2 p 1. 



125, 

various roconsraendations in tho vray of consolidation, conitiulcory 

attendance, cotmty airrjorvision, profeaclonally trained toaohers, 

better Tyulldinga ojid equipment, increased revenue, etc. 3ome 

county oxamlners, in thoir reports, h.id laade iiailar reconraenda- 

tlons . Some special work along tho line of rural Gohool Improvonent 

had also been done, but no material roatLLts hod been acoomplished 

beoauEJe of the lack of continued persistonoy In tho efforts. 

1 
A "Graded Oourre of 3tudy for imral Sohools" hod been 

prepared by Superintendent Hineraon, and issued by authority of law, 

jtay 1. 1913. 

At the mooting of tho /j^kansar; Teachers' Association, 

1914 
December 28-50, J. n. Reynolds, Head of the Department of History, 

Iftiiversitj'- of Arkansas, read a paper on "The Consolidation of Rural 

2 
Schools," which resulted in the appointment of a committee of ten 

teachers from various sections of the State to roijort on the condi- 
tion of the rural sohools of tho Stato, at the next annual meeting 

of the Association. The report of the ooraanittoe was adopted and 

4 
ordered published by the Association, December 28, 1905 . The 

re^^ort contained a very extensive collection of data on the condition 

of the rural schools of the State, and some very pertinent rocomipsnda- 

1. For outline of this course, seo Chapter II. 

2. Proceedinijs of the Ark. Teachers' Asooclation, 1904, p.? 

$. The corarnitteo, a ointed by tho President of tho Association v/as 
cor.iposod of Geo. B. Cook, W.A.Cravrford, J.H. Hinemon, Goo, R. 
Hoj^ins, J.H.:"'uykondall, D.L.Paisloy, J.II .Ro-Tiolda, C .L .Sampson, 
B.W.Torreyson ond i' .II. "Jatkino . At the organization of the com- 
mittee Dec. ^0, 1904, J.H .Reynolds was scleotod Chairman and 
J .v; .Kuykendall , Sec. A genoral plan of work was laid out, ;jnd the 
Chairraaji and Secretary agrcod to undortak- tho worlc. The o:q)onse3 
of the committee wore defrayed by -m. appropriation of .)2|;.00 by 
the Association and a gonerous donation of jZ'-'j ,00 by Hon .Lewis 
Khoton of Little Rock. Seo Report of the Ark.Soh. Com. p 1. 

4.1'roceodin2;3 of tho Ark. Teachers' ;j3 'ociation, 1905 1 pp.5©^» 



127. 

tions for tho improvoraent of thoso aohoola. .'^jiong the recoLmonda- 
tlono ware : (1) Iloro reyonuo by means of an extonolon of tho con- 
stitutional lir.it on the right of taxation; (2) larger tazing units, 
as the toTOiship instead of the small district, to remedy the marked 
differences in length of school term; and (5) oonsolidntion and 
transportation to obviate the inefficiency through a uselecs multl- 
plioation of nchool dlstriota. 

Prior to 1911, very little general legislation had been 
enacted looking particularly toward the improvement of rural schools. 
A law providing for county auperlntendency wa passed by the ler'is- 
lature of 19 7. "but, being elective, it was very slowly put into 
operation. Two compulsory attendaace laws nere passed by tho legis- 
lature of 1909, but tho provisions of the laws wore such as to 
have but little effect upon the improvement of the rural schools. 
Furthermore, many counties were exempt entirely from these compulsory 
attendance laws. The legislature of 1909. however, passed a vei^- 
wholesome law for tho improvement of rural schools by authorising 
the people of any given territory in any county in the state, other 
than incorporated cities .md toims, to organize a special school 
district having all tho rights and privileges previously allowed only 
to schools in incorporated cities end tOTTns . In effect, this law 
really provided for consolidation. 

Y/e find, also, that the special legislation, prior to 1911» 
had aoooraplished very little in the improvement of the typical rural 
schools. To be sure, several special Acts had been passed allowing 
adjacent districts to unite or conoolidate, but most of these cases 
provided for the onlai^gement of certain city or town special 3c?iOol 
districts to include contiguous rural dlstricto. 



128. 

The locislatiiro of 1911 f hor/-ovor, onactod oevoral remedial 
laws for the tjrploal rural chools , Of the oloven "general" od- 
tioational laws eapoclally progressive and construotivo In nature, 
passed by this legislature, three v.ero particularly favorable for 
the inQprovenont of the rural schools, vis: 

(1) Act Tio. 2l6, providing for the consolidation of 
adjacent school districtG; 

(2) Act ITo. 2^1, roenaoting the two compulsory 
attendance laws passed by the legislatu.ro 1909; and 

(55) Act lTo,4$l, oBeating a State Board of Bducation. 

In reviewing the above legislation, created particularly 
for the betterment of the rural schools, we find that the law pro- 
viding for county super in t end onory, the law providing for the organ- 
ization of an.7 territory outside of incor^pora ed cities and towns 
into special school districts, nnd the law providing for the 
consolidation of adjacent aistricts xrere all permissive and not 
mandatory. The compulsory attendance laws were mandatory, but their 
provision requiring children to be in school only half the entire 
time the sbhool attended was In session and the great number of con- 
ditions r-llowlng pupils to be eKcused flrom all attendance, together 
with the groat number of counties eserrpt entirely, made the laws 
very ineffective in the great number of small rural districts. The 
powers and duties of the State Board of Education were calculated to 
enable the Board to improve the mral districts only in a general 

way. 

lEhese laws were all excellent for the more or less progress 
ive districts, vrhero the poor'lQ of their own accord would taJro the 



129. 

initiative and put tho lr:v7g into active operation; but the backward 
and nonprogresaivG districts, v;hich contained so larce a proportion 
of tho population of tho Btato, not being ref^uired to adopt these 
measuros, had remained indifferent to thera. 

The reports of the county examiners for IS'IO revealed de- 
finitely the deplorable condition of tho rural schools of tho State 
in the following fijjures: 

(1) 112 schools with an onrollinont of 10 or less 
pupils; 

(2) 179 schools with an onrollinont of 15 or less 
pupils; 

(3) 656 schools with an enrollment of 25 or loos 
pupils . 

(4) 9$1 schools with an enrollment of y^ or less 
pupils; 

In oomnontine upon the above statistics, Bu-nerintcndcnt 
1 
Cook points out "that this grouping inoliidos all 'enrolled pupils,' 

vftiereas the adtual daily attendance for the entire State is barely 
64.4 pel' cont of the enrollment. Therefore, if the schools are con- 
sidered whoso 'average daily attendance' falls within those liinits — 

and this vierw of the situation should by all means bo token — then it 

2 
T/ill bo found that there are nore than 2,500 one-room schools being 

conducted in .(^kansas where the benefits to pupils and State are 

reduced to the lowest point." 

The reports of the county examiners for 1911 shows the 

following facts on daily attendance: 

(1) 14-6 one-room schools, daily attendance 10 or less 

(2) 1827 ono-room schools, drdl^ attendance 25 or less 

(5) 2853 one-room schools, daily attendance $5 or loss 

Note 1. Report of Supt . Pub. Ino . 1909-IO, p 18. 

2. Consolidation of ..ural ;;cli00ls, T.ulletin, ^A p o. 
'j,. Consolidation of RUral Schools, Bulletin 5-A p. b. 



1^0. 

In addition to these facts concex-ning the snail driily 
attendance in so many schoola, v;e must remember that in moot of 
these schools, as well an In many others, the terms were extremely 
short, the houses unfit for oocupanco, and the tcaohors totally un- 
preparod for efficient teaching. 

In speaking of the rural school lecislation as permissive, 
and stating that the "backward and indifferent rural districts had not 
been improved by theip, the v;riter does not mean to imply that manda- 
tory laws would have been better. Even mandatory laws with stipulated 
penalties, in a Democracy like ours, can not be enforced unless they 
are supported by popular opinion and the will of the masses of the 
people. Under existing conditions any effort to impose educational 
laws of a decidedly revolutionary character would have met with such 
bitter opposition that their purposes v;ould have been thwarted or 
entirely blocked by a legislative repeal . The only feasible plan 
was to create a body of opinion with strong enough influence to pre- 
vail upon the legislature to pass these permissive lav;s. This the 
Arkansas Education Commission, together with many other agencies, 
was able to acconiplish. Iho next stop in acquiring nore desirable 
results involved influencing the people, by persuasion and logical 
argument, to adopt the measures and put thorn into active operation. 

It was felt that this second step in the dovlopment of our 
rural schoola could best be affected by a Supervisor of Rural Schools, 
Who could go into the field in person; meet vdtii the people in pri- 
vate groups and public gatherings; advise *ith them as to their 
public school needs; explain the educational advantages and T;orkings 
of the various laws pertaining to county superin tendency, consolida- 
tion and compulsory attendance; and insist upon these laws being put 



151. 

Into opera -fclon, 

The Southern Education 'BoarcL, wliloh had so generously 
financed the Arkansas Eduoatlon Coini-dssion, woe o-ppealod to for aid 
in this iindertalcine. Being pleoned rrith the results already ao- 
ooimilished by its investment in Arkansas oduoatlon, through the 
Arkansas Education Commission, and irapresaod with our needs and Iho 
opportunity to fulfill its own mission, the Board agreed to finance, 
for an indefinite period of time, a raovonent to improve the condi- 
tion of our rual scliools . 

Accordingly, Mr. J.I. Bond, Deputy Superintendent of pub- 
lic Instruction, was solccted as Sipervisor of Riiral Schools, and 
Instructed to entor upon his novr duties the first of januai'y, 1912. 

I/Ir. Bond at first directed his efforts primarily to the 

consolidation of small and vreak rural schools and incidentally to 

1 
tho cQuostion of county superlntonddncy. A bulletin on the Consoli- 
dation of irural Schools was at once prepared and sent out in large 
numbers to the directors nnd interested patrons of rural districts. 
In this bulletin wa^ sot forth fourteen reasons for consolidation, 
ten results of consolidation and ten suggestions as to how to -^^ut it 
into operation. The bulletin also contained a verbatim copy of tlie 
consolidation law. ITuoh time was spent in the field with county 
HxaminerB, ooiuity superintendeiits, school directors, lond interested 
members of the rural school communities, throughout the State, During 
the year many rallies and piiblic gatherings rrore hold at which the 
principles and plans of consolidation together wi-Ha their advantages 

1. Consolidation of i^ral Schools, Bulletin ^A pp . 12. 



152 

wero outlined. Co-lnoidont vdth the oanrpaifpi for the oonaolldation 
of QchOJla was waged also a oan^aicn for larger tax loviea, a:; a 
means of providinG not only longer terras of school and more efXioiont 
teaohors tut also better equipment In the way of laboratory appara- 
tus, sanitary,?- drinking fountains, librariec, naps, charts, globes, 
etc. AS the v;ork progressed bulletins wero sent out describing the 
working plans of districts which had affected consolidation, and 
also giving programs for the Improvoment of rural schools. School 
fairs in nomo oases v.ero established in connection with the county 
fairs. 

One interesting -niece of ^rork, known as the "Special Eural 
1 
School plan of ivork" was carried on in ton rural schools of each 

of tho eight counties vdiich had adopted county superintendencv in 
1912. The ten schools of each co^mty were to work together ouch on 
the same plan as the different schools of a large city system work 
together. Eogular meetings of the teachers in chfirge of the ten 
schools were held for conference and discussion of their work. lit- 
erary societies and debating clubs were organized and special efforts 
put forth to make each one of tho ten schools a social center. A 
Union School Graduation Day was arranged in each of the eight counties 
at vihioh all tho graduates of the ten schools received their certi- 
ficates. 

2 
In spea]:ing of the v/ork of consolidation, LIr. Bond says: 

"Ihis work is being well received and the people are eager to ^now 



1. Per complete outline, see Biilletin D.24, Ark. State Dpet. of pub. 
Ins. "wOrk of the '.ural Schools, 1912, -,ro , 16-19. 

2. Bulletin D. 24 state Dept. of Pub. Ins. ork of the a^iral r.ohools, 

p. 5. 

la. on page 153 • 



135 . 

of this plan of building up stronger and getter sohools. County 
concolidation con^jaigns are now "bolng wa^ed in a lar.'re number of 
counties and more and nore the people are reooiTiiaing that consoli- 
dation of districts O-fers a safe, sano, and practical plan for 
establishing stronger and better schools." 

In summing up the rural school v^ork for the first year, yjc » 

Bond describes the efforts as being directed -along do finite lines 

1 
as follows: 

1. Field work to find out at first hand the needs 
and conditions . 

2. Consolidation and taz levy campaigns waged. 

5. Special rural school plan of work carried on in 
•ttie superintended coujities of the State. 

4. A large number of countier: organized for school 
in work this year in connection with the county 
faurs, 

5. County Superlntondency canipalgns waged in a number 
of counties of the State. 

6. Better equipment for schools urged - an estimate 

of the amount spent this year for additional school 
equipment is placed at vl 50, 000 .00 

• 

7. Literature being carefully distributed. 

During the biennial r^criod from 191>-1914» l^r. Bond laid 
□ore cnrphasis upon county superintendency than during the first year. 
Iftich attention was also given to special forms of activity for build- 
ing up the standards and efficiency of the schools and for creating 

note .la from preceding page. These eight coimties with thetr re- 
spective superintendents were as follows: 
Crawford, :?hos .F.V.'asson lliller, John Tlnham 
Garland, David Crockett Uisslssippi, J.D.Swift 
Jackson, '^:.:'. Shaver Poinsett, H.B. Thorn 
Lee, T.H.?utrall Sebastion, J.B. V'illiamson 

1. Bulletin D 24, State Dept. of pub. Ins. \Vork of the Hural schools. 



134. 

pride oncL Intorost in looal cornntmltioa and aroTioinc the people to 
a realisation of the rvdvantacea or odiioation. 

The prohlon of scouring school and oonrnunity cooperation 
"by means of parent- teacher mootincs end orcr-nizationD; the question 
of medical inspection, hygiene, health and sanitation, throuf-ih the 
cooperation of the state Board of Health and the personal assistance 
of Dr. C. P. Garrison, in charge of the campaign for the eradication 
of hookworm in the State; the vrork of organizing school irrprovoment 
associations through the cooperation of ITiss Eva Roichardt, State 
organizer of School Iraprovoraent Association — all received special 
attention. 

Another form of activity- was the plan of holding school 
fairs, (school and athletic contests) in connection with the county 
faiJTS, 3?ho county escarainers and county superintendents vrere asked 
to appoint comnittees to arrange for these schools and athletic con- 
tests. Instructions and suggestions sent out to these coimnittees 

1 
explained the plans . 

Hjiich stress was laid upon the teaching of agriculture. 
An aot of the legislature of 190? reciuirod the teaching of elemen- 
taiy agriculture and horticulturo in the public schools of the 
State. Ilethods and outlines of courses in Agriciilture v/cro prepar- 
ed for the teachers "by the D^ar'nent of Education, nnd all aftsis- 
tanoe possi"ble rendered the teachers in bringing thi" now subject 
of the conmon school course up to standard. In this connection 
the teachers wore urged to cooperate with the County Demonstration 
Work being cairried on among the farmers oy means of donations from 

1. For details, seo Bulletin D 24, Ark. State Dopt. of Pub. Ins. 
:ork of the lairal Sohoji.s 1912, 25-24.. 



155. 

private indlviduala >':aid appropriations from the ruortun courts 

1 
and wltlh the Eztonsion !:ork being oarriod on hy the College of 

Agriculture, Dbivergity of Arkojiaas, rs-solsted hy the United ritatos 

Department of AGriculturo. In this way tho i-choUla v;ero intimately 

linked up with the "boys' and gi2:'ls' blub v/ork. 

Another definite line of r/ork emphanised was the problem 

of attendance at school. As a means of helping teachers to secure 

more regular attendance of their pupils, a bulletin was prepared by 

Mr. Bond in wliich he made several valuable suggestions. In brief 

2 
these suggestions involved the following plans: 

(1) Use of monthly attendance certificates. 

(2) Visiting parents of children not in school 
and using the columns of the local newspapers 
to intorost tho people in their school and 

to impress upon them the vcdue of regular 

attendance of their children. 
(5) Frequent meetings of dirootprs and patrons 

at the school house to talke over with them 

mat! ers pertaining to their school and their 

children 
(4) Making the school work such a force in the 
' com'-ninlty life as to interest the patrons and 

attract tho boys nnd girls. 

(3) Use of monthly honor rolls for all pupils 
p- rf ect in punctual ty and attendance from 
month to month . 

1. In addition to tho suggestive outline courses in agriculture sent 
out by the Supervisor of Rural scl^ools, and also the very valuable labora- 
tory manual for Illementary .■Lgricultui-o i^reparod by J.n.V/ilson, of the Univ. 
of Arkansas Agrioiilture Extension Department, as a part of the Element -.ry 
Course of Study issued by tlio State Board of lilducation, two other majiuals 
on the agricultural movement deserve Lipocial mention. One of these was a 
52 page booklet entitled "Let Arkansas Jeed Herself" prepared by the 
Agriciatural Extension Department of the International Harvester Company of 
New Jersey, P.CHolden, Director, Ilarve-. tor Building, Chice.no, 111. This 
little booklet contained some very valuable suggestive studies in agricul- 
ture and home living, which were made uso of in the schools of tho Sta e. 
The other was a 192 page manual entitled "A rianual on Boys' and Girls' 
Agricultural Club Work" coiiipilod by ,'. J.Jernlgan, State Boys' end Gtrls ' Club 
Agent, Extension Division of the College of Agriciature, Univ. of Arkansas, 
United States Department of Agriculture, coo sera ting. This Manual was de- 
signed not only for the purpose of outlining the boys' and girls' agricxilturc 
club work, but especially for the use of rural school teachers. 



13b. 

Another plan f.uito helpful in toning up tho rural school 
situation was the use of a soore card containing somo sizty itonia 
classified under tho followinr; main heads: 

Points Points 
Allowed Given. 

1. Tho School Plant 25 

2. The teacher at work y^ 

3. Teacher's Training and S 
FiXperiGncG, 

4. The School and Community 15 
V life. 

5 . Sanitation and Cleanliness 20 

That the work of Kural School Supervision was proving emi- 

1 
nontly succeGSful was shown "bj tho fact that during tho biennial 

period from 1915-14 one hundred end fifty- two districts corxsolidated 

into slzty-four larger ond stronger districts and that twelve addi- 

2 
tional counties adopted county superlntendonoy, malcing t^venty 

altogether. A "better evidence of the success of the movement was the 

general appreciation of the fact that the rural "boys and girls had 

come to feel and realize that farm llfo was ^ust as attractive and 

suoceosful as city life, and further that the parents had cone to 

appreciate the school as a social center of tho community, creating 

a better and richer and happier life for the farmer and his family. 

miring the next two years Ilr. Bond continued the same 

lines of activity in supervising tho rural schools, which he had laid 

out in the previous years. Tho rosults for this biennial ocriod 



IToto 2 from page 135. Bulletin D24, Ark. State Dopt. of Publ Ins. 
Ylor'k of Rural School pp. 29-31, 

1. Syllabus of the Twenty- Third Biennial P^oport, State Dept. 
of Pub. Ins. 1913-14. p. b 

2. These tr.-enty countiec, in order of their adoption wewe: 
llisTirssippi, Garlcjid, Jcckson, Poinsett, Tiller, Leo, Sebastion, 

Crav/ford, llontromery, Monroe, Polk, V/hlto, Benton, Prairie, 
Jefferson, Crittenden, Cleburn, Newton, lonoke and Arkansas. 



157. 

were equally siiccosaful and amply ^stifled the Southern Education 
Board In supportinG the novcnont. 

After five years of efficient and untirinc efforts in tlie 
movement for iraproring the condition of the rural sohoolo of Arkansas 
the people voice their approval of I£r. Bond's v7ork by placing him at 
the head of thfeir public school systen. ,iccordin^;Ly, llr. Bond resigned 
as Supervisor of Rural Schools, and assumed the duties of Superinten- 
dent of Public Instruction, October 30, 191 1>. 

Ilr. \7.E. Lasseter, Superintendent of the England Public 
Schools for a number of years, wa- jieldcted as Supervisor of Hural 
Schools . 

During the tv76 years Hr. Lasseter has been Supervisor, his 

attention has been directed especially along three linoc, vis; county 

supervision, construction of model school buildings, and practical 

courses in first-year agriculture and shop work. 

1 
A bulletin was prepared on county supervision setting forth 

its purpose, how it may be adopted, and what county superintendcncy 
vTv.e doing at that time in the twenty-four adopted counties. Exten- 
sive can^jaigns were organised in several countieo, with the results 
that seven new counties adopted county sU'Torintendency at the annual 

o 

school election in May, 1918. 

In the movement for model school buildings, blue-print 
designs were made showing in detail plans for one-teacher schools, 
two-teacher schools, threo-teacher schools and four-teacher schools , 
These plans with suggestions for construction by the architect, are 
furnished without charge to school directors contemplating the erec- 
tion of model school buildings. 

1. County supervision of Schools, prepared by 'J.E. lafiseter. 

2, Elections for County Superintondenoy may be held every two years 
at the annual school election in May of oven ye^^s. 



With the tLow of cottlnc raoro doflnlto and syatomatlo 
work done by tho olcnontary toaohors in the rxiral schools in first- 
year aPirionlturo, !.Ir. lagseter prepared an "Outline Oourae of Study 
in Prr.otiool Asriculturo and Shop \7orI-." In connootion with tho 
practical acricultural course, each pupil was oKpocted to cultivato 
an acre of Ground, koepinc bookg on tho project end sharing all the 
prof i to from tho sale of tho yield. 

Altogether, '!r, Lassotor reports very gratifying results 
for his two yoara as Supervisor of Rural Schools. 

Supervision of Special Ilountain Schools. 

1 
Tho Supervision of Special "ouiitain Schocls in Thirteen 

Coxmties of Arlransas is tho most recent of tho four "General jJdu- 

oational Agencies" to be established in tho state, and bids fair to 

be of inoalculablo value 60 our raauntain people. 

2 
She origin of this movcraent datos back about tlireo years, 

3 
when the Episoopr-l Church addressed a letter to Mr, B.17. Sorroyson, 

Supervisor of Secondarj^ Education, ask'ng him for information as to 
the educational and religious problene of tho people in the Arkansas 
Ozarks and his Judgment as to whether thero was a field in which this 
church could be of service. After consiatation with Prof. r.E. Hal- 
brook, who was better acflimtlitod vrith the actual conditions of the 

1. These counties aro as follows: Baxter, Boone, Caroll, Franiain, 
Pulton, Izard, Iladison, I'arlon, Ilewton, Searcy, sharp, Stone 
and VanBTiron, These all lie in tho arfcrerne northern party of 
the State among the foot-hills of tho Ozark mountains. 

2. The writer is especially indebted to Prof. '■1.2. Italbrook, Super- 
visor of Special 'loimtain schools, for the infornation contained 
in this sketch of the movement. 

3. The Episcopal Church had already osta'aishod a small though excel- 
lent industrial school for ci^ls at V.inslow in V/ashington County 
on the crest of the mountains Just outaido the extreme western 
boundary of the territory later included in the organised district 
for Special Iloimtain School Supervision. 



139 



Ozark moujataln pooplo of ^Irlcansac than any one el::o in the State, 
?&", Torryson replied, Giving the church little Gnoonraccincnt . iThis 
reply wcis based on the Judgment that, 7.11116 any church could "be of 
Creat acrvico to the people locally, the rea3. oducfitional prohlono 
of t!ho people could he hest worked out through the public school 
systen, hy the people thGinsolTon, under wise and sjonpathetic C'^id- 
anoc. 

■The :^pi3copal Church turned the natter over to the Russell 
Cage Foundation, "but, after nome cor respond once with both T'essrs . 
Torreyson and Ealhroolc, the Foundation decided that the Ceneral Ed- 
ucation Board couJ.d more appro^irintely handle the situation. 

Accordingly, the General Education loard took up the pro- 
position v.'ith I'll'. J.L.Bond, SuperviGor of Purnl Schools, who was soon 
to booone State Superintendent of Public Instruction, After ob- 
taining definite infomation from !1r. Bond and Prof. Hal brook as to 
the topo;?raphy of the territory, the histor7 and characteristics of 
the people, and their educational social conditions, together with 
detailed sugirestiono as to wliat a Supervisor nicht do in developing 
the oducatiohal, social, economic and religious life of the people. 
The General Edtioation Board decided to undertake this groat work 
and put an .\gent in the mountain districts to supervise the educa- 
tional inte^-ests of tho people in connection with their pbulic 
school 33^3 tern. 

Prof. W.E.nalbrook, who had been considered all during 
the above developcients as the one nan really fitted to take charge 
of such work was selected by the "".oard and made Supervisor of 
SDOCial Mountain Schools in Thirteen Goimtios of Arkansas. This 



140. 

was n wise selotion; for 'Tr. Halbrook is a native of the rxjimtalns 
with synpathies and interoota identified vrl.th motL tain pooplo. He 
is not only a close stiident of education but a oloso strident of 
hum nature; and, tlioroforo, understandn fully the oondition of the 
•UiG people he has been selected to i^uide and direct, and Imows exact- 
ly their educational, social and oconomio needs. His ability to 
lo'-'.d in suoli work had already beon demonstrated by his development 
of "The Halbrook System of Schools" consisting of tv70 scho'-ls — 
Martinville nnd Damascus- located in Faulkner County and one- Ohoo taw- 
located in Van Bur on County, 

Immediately after entering upon his now duties as Super- 
visor of Special Jloujatain Schools, Llr, Halbrook submitted to the Gen- 
eral Education Board a tentative plan and outline of the work he 
proposed to undertalco as follows: 

Chief Work-Sstablishment of Demonstration 
Schools. 

1 . "Pind strategic locality 

a. One that is rcproomitauive 

b. ©no that is so located that its suoceos 
Yrlll easily influence others. 

c. One that is ready and willing to 
cooperate 

2. rind the toaohers 

a. Interested in these people 

b . Adapted by nature 

0. Properly trained for the special woi?c. 

$. Keep in close and constant touch with the school. 

a. To supervise, and direct dovoloimonts . 

b. To enoourac:© the teacher and strengthen 
his support. 

0. To noto results and publish what is worth 
while. 

4. Character of the schools 

a. Adapted to the needs and interests of the 
con-.-unity. 

1. eoonoclcally. 

2. socially 

3. religiously 



141. 

b. Aoquaints pupils with the tMnf:i;6 in 

tiio oommimity and their rGaponaiblllty . 

0. Puts tho ooraraunlty In touch with the outaide 
world . 

d. Tlrrough instlnotive intoroots leads then to . 
higher atandaxds ol" life. (c'dLture) 

Ij; \vc find a good deal of musioal talent and in- 
terest, select a teacher ^o Ofin tlirough music lead the young to 
other interests. 

If religion predominated, select a teacher of like 

faith who can through Christian activities inspire to better living. 

If people are alive to progressive agricultiu:o, 

select a teacher strong in that line who can build a community thereby. 

Supplcmontsu''y Aotivitiea. 

1. f/ork up sentiment araong the electorate to vote for 
county suporintondencj- in the moimtain oointiGc. 

2, Cooperate with farm and canning club demonstrators and 
University Extension foi'cos. 

a. Assist thein in outlining their crun.iaigns 
thrpugli th0!:!0 counties , 

b. Prevent waste of their activities with 

'fellow up ' ror.-. 

c. Use tiiera wherever practical and as much as 
possible in the denonotr^-i.tion schools. 

5. Cooperate with religious clendrainations who con- 
tomplatc some cducatioiial agcnoioo in that section. 

4. Cooperate with the State Highway Department and 
State rioalth Dcpr.rt ^.lent in thoir activitioc in 
that section. 

5. Assist the Illiteracy Co'i'dssion recently created 
b;, tho State in the study of their problems, which 
is a -Tutual one bct-weon then and v.q . 

^Phe results accomplished by !Ir. Ilalbrool: dturing the first 

year of his service as Supervisor of .Special IlO'-intain Schools is 

stated briefly in a circular sent out by him, as follows: 

1. One demonstration ccliool oi-^tr-blichcd , Results for 
first term only fair. Could not get just teacher 
we needed, as work 'oogan late. People thlnlc they 
had a great school. Public sentiment good. Pros- 
pects for further i;rogre;3s good. Too little of 
the industrial feature, however, was obtained. 



142. 



2. Anotlior domonstration school is provided for and 
ail Gxoollont te cher selected. It is arrancod 
©specially *or visitations by teachers of the 
CO'- or 'cy . 

5. County supervision has lieen eatahliWiod in five 
inoro Gointlen, ina'-.lng aix tliat I now have, 

4. Appropriation niado for agricultural atienta in 

sovojj Additional ooantios, ma^dne ten of ni^ oo'intioo 
uith from one to four oaoh. 

5. Two highway Iraprovcmen-i; districts have been formed 
for the construction of tv;o macadam roads through 
this mountain co-^itry. One Ijoginiiinc at I^usaell- 
will, via Jasper and Harrison to Eureka Springs. 
The other n-om Jirrilton via Clinton, Iloiintain View, 
Melbourne, Salem, to liammoth Spring. 

6. Teachoi' training has boon in operation in three 
counties with firatifying results. 

7. The BcTitist people havo put in a good teacher train- 
ing department in connection with their mountain 
schOvl . 

8. The Methodist are plan;\ing to taJce over their present 
r.Tjimtain C!,c.idei,\y, rc-].ocate, and roorganize along 
agricultural and industrial lines to meet any 
specific needs of this section. 

9. lack of information relative to our purpose and 
•xLuactiun in tliis \7ar has jiocossita.ted ray devoting 
some time and attention to informing tliese folks 
on til at natter . 

10. Propaganda preliminary to our Constitutional Con- 
vention and nesrt; Coneral Assembly have "been care- 
fully nowed throughout my section. 

11. L study has been raao.o of locol oJid general education, 
social and econoniic conditions in eight of my 
countiotj; I havo -rctty f-.ir information in three 

of those to begin with. 

The plans for the coming year, 19l">*1919. are outlined %t. 

the sane circular as follows: 

Continuation of work begun, cxcdpt somewliat liiore e>rtonded. 
The importance of our Constitutional Convention and legislation 
followin^:; the sane will recuirc a r;oo<l deal of our time end atten- 
tion. Thio is rj.uite an important state right at the present. 

During the summer just closed, special attantion was given 
to teacher- training work, in order to improve the teaohing force in 
the rural schools of the mountains. Two model or demonstration one- 
teacher schools wore conducted in the remote districts of Mewton 
County, on top of Boston Mountain, I.Iisg Lena Latkin of Little Rock 



U3. 

was in eha.rcG of ono, and ?'d.S3 F-thyl Julian of Conway tho other. 
Every teacher in the coimty Vfv.r ro<:iiirod, "by the county superinten- 
dent, to spend at lca"t a day in ono of tho dononctration schools. 

In aaaition to his work dlrootly connoctod with the school 
interests, I 'r . Ilalbrook took up the matter of pxiblio hic^iwa^ with 
the people in oever.il of the counties. Tho previous tendency of 
the counties, in tho case of highwayo which oooaslonally happened 
to "be hiiilt, was to "build them through their coraEiinitlos regardless 
of fomin^: connecting; links with highways in other counties, lir. 
Halbrook was fortunate in his opportunity to organize the counties 
for Hlghwcy "buildinc because of the fact that the State and Federal 
aid to public highways ■bocame availahle at that time. As a resiat 
largely of his own personal efforts, the J'airmouth Springs Highway 
was constructed through five county sites that had no railroads, 
thus opening up thorse interior nountain co-.mties . !.!r. Halbrook 
also assisted other interests in organizing Boon % llewton. Pope 
coimties for the construction of the Little Rock-L^ureka Springs 
Highway . 

After all, ITr. Halbrook contends that suoh work is really 
a i)art of the function of a rural school acen. Spealcing of road 
building, in a personal Ittter to the writer, he contends that 

1. It contributes to tl-ie economic rclfare of the 
people, and educational conditions are primarily 
ocononilc <iU9stions in this raountain section. 

2. It will bring new blood into the section. 

5. It will taJco the natives to see -iodcrn improvenents- 
eduoational and otherwiDo; isolation of a people 
brings them to narrou opinions and strong i^rojiidices. 

4. It will give opportvjiity for tvavnl for nen of 
tho'ight and bring theso peofSe in touch with the 
outside world in many ways. 



14' 



In looking over the ronarkablo rcmilta accompllBhed in 
this work during the first yoar of itc operation, together \7ith 
the Supervi;-.or 's laiov/lod.'ro of the school conditions, of the men and 
women interested in education, and of tho nen and women intercstBd 
along other lines, ' o confidently predict even greater results during 
tho coming year. 

Supe3r7ision of Hogro Schools. 

The ysttematie direction of schools for nogroeo begin in 
January l91jjf when LIr. Leo M. Pavarot was made Gupervisor of Ilegro 
Schools; and, although the work has hcon in progress less than a 
half doson years, those who are ifiamillar with the situation roidize 
that much lasting food has heen aooomplished. Mr. Favrot remained 
in charge for four years, when he was succeeded by Ilr. J.A.Presson. 

The law of l8b8 gave the negroes equal school privileges 
with the whites, and the law of 1?'74 gave them the same privilege. 
Although by far the greater part of the school tax is borne by the 
whites and occasionally some agitation has boon current among the 
peoT)le and before tho legislature to dfevide the school funds between 
the two races in proportion to the amount paid by each race, there 
has never been any general dipposition to allow tho nogro schools 
less than their proportionate amoimt as determined on a basis of 
relative population. 

Prior to 191^) the negro schools had boon cro-.tures of exis- 
tence rather than of direction and dovelo ->raent. Of course the edu- 
cational laws of the State affected alike the schools for negroes 
and for whites; county insitTites ..ere held annually for tho benefit 
of the negro teachers; and the Department of Education did all in its 



145. 

powor to promote the Interesta of tho negro schoole • Iloweyor, for 
a number of years It had been felt that the large siun of money spent 
annually for the support and raaintenanco of negro schools was not 
yielding anything like adecuate returns. Much of it was wanter, and 
little of it gave satisfactory restilts. Realizing that tho intelli- 
gent training of tho negro was not only a hujnanitarian duty hut also 
an economic nocossity in the general doveloi^ent of tho State, a 
movement was inaugurated to put the negro schools ujider intelligent 
supervioion similar to that of the rural schools for wliites. 

The work of Supervision of Ilegro Schools is tvro-fold in 
its nature. In the first place there is the work of "general" super- 
vision, in which tho schools are graded and standardized as much as 
possible, courses of study aro outlined and introduced, and teachers 
are advised as to the best methods of administration and instruction. 
Tho second and more important phase of the work is directed along 
the following special lines: (a) county training schools, (b) summer 
normal schoolr. , (c) industrial training under the direction of county 
agents, and (d) coiistruotion of buildiri^s. 

County Training Schools. The purpose of these schools 
is to give the negro youth of the State practical public school ad- 
vantages along the lines of industrial training and home making as 
well as alon^ academic linos. These schools also furnish the found- 
ation training for those who go into the te?-ching profession . Five 
of these training schools were in operation last year. They were 
located at Hope, Hempstead Co. "arianna, Lee Co. Caradon, Ouaohita 
Co. Edmonson, Crittenden Co., and Pordyce, Dallas Co, 

Summer normal Schools. — There were eight of these schools 
conducted for four weeks eadh during the month of June, 1918. Their 



inirpose of course wxe to better fit the te^ichero for their work In 
the sohool room. Coorsos were offered in all the aubjeote roriuired 
for county license, with special enrphasls ]ilaoed upon primary methods. 
The work In primary methods was in charge of the strongest ayailahle 
primary teachers vftio brought into the school children from the local 
oommunity and organized a model class for the teaching of "numbers, 
language, reading and writing through the first three priioary grades." 
In addition to the regular academic subjects, instruction t.qs given 
in (a) rural school pedagogy, (b) lav/s of health, hygiene and sani- 
tation, (c) household arts, (d) canning and preserving and (e) prac- 
tical gardening. In the industrial courses, the teachers wore re- 
quired to do such actual vfork as would be demanded of them in intro- 
ducing these subjects into their own schools. 

Industrial Training under the Direction of County Agents. — 
In 1914-1 SI5 1 these agents were employed in eleven coun.ties, v/hile 
in 191^-1917 the number had increased to eighteen. 2ach agent tisits 
the schools of the county and gives demonstration work in various 
industrial lines of activity, such as canning, preserving, garden- 
making, cooking, sewing, basket making, implement aud furniture making, 
•tc. These agents also touch comiriunlty life by holding meetings v/ith 
parents and teachers, organizing school improvement associations, 
giving talks at churches on Sundays, and visiting homes. 

Construction of School Buildings. This work has been car- 
ried out through the liberality of Lit. Julius Rosenwald of Chicago, 
IllinolD . The donations made by Ilr. Rosenwald are for small school- 
houses in rural districts. The sura of v400« -0 for a one-teacher school 
house or ^5''^0»00 for a two-teacher school house is donated on condition 



147 

that at least an equal sun be contributed from tlio local district 
fund or by public subscription, Already several districts have 
taken advantage of this proposition to erect suitable school build- 
ings for their children. 

In speaking of the supervioion of negro schools, Suporln- 
tendcnt Cook says: "This line of endeavor has already rovealod won- 
derful possibilities in developing the efiicancy of the negroes in 
Arkansas in rurpj. communities by training the youth in the schools 

for service aad right living and placing these schools under ade- 

1 
quate supervision," 

Espooially gratifying evidence of growth and progress 
aaong the negro schools are to bo found in the fact that four sohools- 
Camden, Chomton, Pordyce and llarlanna- have qualifiod for State 
aid under the conditions of the Sralth-Hughes agricultural Act of 
1917; two more schools - Hope and Edinonson- will oualify the coning 
year; IJcillraont qualified for State Aid in agrlcultiu'e and domestic 
science, and the Helena High School qualified for teacher training 
under the law providing State Aid to Hith Schools enacted in 1911. 

The Branch L'ormal College (colored) has recently Qualified 
for aid under the provisions ox the Smith-Lever Act of Congress, 



1. Syllabus of Tv/enty- Third Biennial Report, 1913-14, -. 7 



148. 
Chapter V. 

Hiscellaacotis Eduoational Agencies. 

A iraml)er of niacellanGOus educational agencleo. In addition 
to tho four "General Educational Aeoncies," described in tlie pi^ceding 
chapter, have played a more or less important role in the school life 
and development of the State, iimong these may "be mentioned: (1) The 
Arkansas Library Association; (2) The Arkansas State Teachers' Assoc- 
iation; ($f The Arkansas Teachero' Readins Circle, and the Pupils' 
Reading Circle; (4) The Educational Press; (5) The School Improvement 

Association; and (6) The State Board of Education. 

1 

The Arkansas Library Association. jllthough the adminis- 
tration of this orgEualsation has in no way been connected with the 
public school system, yet the Association by cooperating with the 
schools in library work and, in some cases, supplying suitable col- 
lections to individual schools, has been a strong factor in promoting 
interest in public school libraries, and in general reading activities. 

The organization of tho Arkansas Library Association was 

the result of the cooperation of the Little Rook Public Library, tho 

2 
Carnegie Library of Fort Smith and the Arkansas Federation of V/omen's 

Clubs. At the first meeting of the Association, held January 2b, 1917, 

in the Little Rock Public Library, Little Rock, Arkansas, six cities 

represented: Arkadelphia, Conway, Helena, Fort Smith, Little Rook 

azid Waldren. Dr. Arthur P. BostwicI: of the St, Louis Publti Library, 

who was present as the official representative of the American Lib- 

l.Thc material for tliie brief outline wa:: obtained from a Scrapbook 
on the org:ini3ation, proceedings and actlviticc of the Arkansas 
Library .issociution, kept by Prof, C .A . Simnona of the Hendrix 
College Library, Conway, Arl:. 

2. These two libraries were the only public llbrai'ies in the State 

at the time of the orgaoisATIOlI of tho Arkansas Library Association. 



U9. 

vary Assoolation, dollvercd the address of tho oooaDion on the 

Bii"bJeot "The Public Lihrary as a Public Utility." Ilr. Bostwlck, aloo, 

delivered a ahort address to oaoh house of tho legislature, which 

was then in sflssion, in whioli he stressed "tho public utility of 

public libraries and the need of proper legislation to make their 

organisation possible in .Arkansas." At the business session of the 

library Association, a legislative cocriittea, conposed of Senator 

Uoies and Hepresentatives Jones and McGluo, was appointed to take 

1 
up the matter of securing better library legislation for the State. 

2 
AS a result anAot was passed amending Act Ho, 1$7 of the Acts of 

1903 so as to allow cities of tho first and second class to levy 

"a tax of not exceeding one-half of one mill on all real and personal 

property situated in said city; provided, said tax with other taxes 

assessed by said city shall not exceed five mills." 

From the reports and programs of the succeeding annual 
meetings, we note commendable progress being made. 

At the second annual meeting, held January 24-25, 1912, 
in the Carnegie Library of Fort Smith, Arkansas, Mrs. Arthur P. Jones 
road a paper on "An Ideal System of Libraries for Arkansas," in 
which was discussed, among other things, tho need for reformatory 
legislation and the necessity of a State Library Commission. 

1. At this tine the State had only two laws relative to tho estab- 
lisliment of public libraries. One was Act, lie. 2b ox tlic Acts 
of 1901, authoii-sing cities of the first and second class to 
receive gifts, donations, and endcv«mments for the establishment 
and raEdntenance of public libraries within their cor:oorato limits, 
I'he other was Act Ko . 1^7 of tho Acts of 190^, authorizing cities 
of the first and second class to levy and collect a "tax of one- 
fourth of one mill on all real and personal property situated in 
the city, provided sais tax with the other ta-es pssessed by said 
city sliall not exceed five mills," for tho purpose of establishing 
and Tiaintaining a library. 

2, This was Act IIo. ibO of the Acts of 191I; for Act. llo. 1^7 of the 
Acts of 1905. see foot-note No. 1 above. 



150. 

Mr, Harry E. Kelly, In apeaking on tho "Value of Librarica to 

Arkansas" advoccted tlio elimination of the Constltiitlonal limitation 

oni.looal taxation bo that eaoh comrmmity inay "levy a tax adecuato 

for schools and libraries." At the haslness session, after discussing 

some practical plans for pronioting library interests, the President 

was instructed "to appoint a coramittce to prepare a bill for the next 

legislatu.re, providing for a Library ConmiBsion with a reasonable 

appropriation for carrying on its work." In the interim before the 

meeting of the legislature, the whole Association was to act as a 

ooraniisaion, and efforts were to be rut forth to secure voluntary 

Bul) script ions to maintain an organiser in the field "to stir up 

library sentiment, and to visit and advise straggling; libraries," 

At tlie third annual meeting, held in the Little Kock Public 

Library, febmary 21-22, 1913 » A Funds Committee was appointed to 

undertake to raise $500. 00 for the use of the fiold secretary in 

carrying on extension work. Immediately after the adjournment of 

this meeting, a committee from the Association awaited upon Governor 

Jos. !?. Robinson tmd won his agreement to appoint an honorary State 

Library CocBnission, whose duty should be "to stirrulato aontiment for 

libraries and serve as the fore-runner of a permanent State Library 

Commission, with appropriations for work along the line of library 

extension, traveling libraries, organisation of librarieu, etc." 

1 
At the sixth annual meeting of the Association, held in 

2 
the Port Smith Carnegie Library, December 7-8, 191^ » Governor-elect 

1. The fourth annual meeting was hold at Pine Bluff, Aril 2-3,1914; 
the fifth at Morrillton, April 15-It>, 1915; the seventh annual 
meeting was to hav3 been held at Conway, but was indefinitely post- 
poned on account of war conditions. 

2. At this time there were public libraries in the following oitieo 
and townij; Little Hock, Port smith. Hot Springs, Pine Bluff, 
Morrill ton and Camden. 



151. 

Broixgh dellvoroa an siddreas on Eurril Libraries, in which ho proniaed 
to rooomnend to the next General .YasGnlily the creation of a state 
Litrary Coraraiscion "to aid in dovolopinp; ;3entiment and in organizing 
librarioD." Govornor Brough carried oiit his proniiBc, imd in his 
"Inaugural Address to the Forty-Flrat General. Assembly, 191?" (.^7) 
reoonmondod the ^appropriation of 05^^00,00 "bionnieally for the estab- 
lishment of a permanent Library Commission, having a paid vocretary, 
Mio shotCLd be paid a salary of approximatoly :)l,200.00 per an:vam." 
In the recoTimendation, the piirpone, duties ond advantages of such a 
Conmission wore clearly otitlinod. Ho action, however, was taJcen 
by the legislature. 

Q}ho Arkansas state Teacher's Association. During the period 
of our study, the Arkansas State Teachers' Association has made rapid 
growth and shovvn our teachers to ^e earnestly seeking be'iter and 
greater results. It has manifested much interest in the educational 
DDvenents of the State aiid p-ssisted materially in influencing the 
passage of needed school legislation. In the annual proceedings, 
issued in booklet form, are many valuable and soggostive papers, as 
well as many interesting and inspirational addresses. A notable 
evolution is shown in the programs — the earlier ones being primarily 
ooncomed with "what things are being doiie", the later ones with "How 
tfcings are and ought to be done." One of the moat vital and important 
features in connection with the progress of the Association has been 
Hhe development of the Section Meetings, at which separate programs 
are featured for terxjhcrs interested in particular problems and 

subjects. In 1901 the only organized section was that for Colleges 

1 
and High Schoolr:. A Co^mty '^Taminers' Section v/as organised in 1904, 

1. This section became the County Superintendents and Examiners 
Section in 1911. 



152. 



and a Mathematics Sootion in 190b, After this, hov/evor, tho special 
sections wero organised in rapid snoooaoion, as follows: 

In 1907 I'he AtlilGtic Loo ^i on 

Principals' Round Tal)lo2 

KLcmentary School Section 

In 1909 -he English and History Section 

" 1910 Pricmry Soction 

Forei{jn Language Section 1 

Science and " ' atics Joction 

School Impro . : . . .section 

Peace League iiectioii 

Rural School and Intermediate Section 

" 1912 The Agricultural oootion 

" 1915 A Holisious Education .Section 

Manual Training Teachers' Section 

Coranercial Teachers' Section 
" 1917 2he Home Economics Section 

The Arlransas riayground Association 

The KoGlt 5 Section 



Tlie follo\7ing table shov/g very clearly the general dovelop- 
ment of tlio Arlransas State Teachers' Association: 



Year 


Place 


President 


Enrolln 


1901 


Little P.ock 


DJi .Paisley 


170 


1902 


Hot Springs 


Goo. B. Coolr 


172 


1905 


Little P.ock 


V.'.A. Crawford 


290 


1904 


1! 


B.lV.Torreyson 


206 


1905 


II 


J.: . nolds 


434 


190b 


n 


F... ..j-ller 


547 
4S5 


1907 
1908 


n 


J .\7 .Zuykendall 


11 


D.J.Hogers 


691 


1909 


not Springs 


S.Hartsog 


901 


1910 


Little P.ock 


G.vr.Droke 


1140 


1911 


ft 


A.C.Miller 


152b 


191- 


R 


J.r .V/onack 


15b6 


5 1914 


n 


C.IT.Brough 


1359 


191'j 
191b 


t( 


J.L .Bond 


1795 
1820 


n 


Sidney Pickins 


1917 
191^ 


n 


B.C.Hall 


2845 


II 


W.E. Lrsseter 


28B5 



^ 



ropria tion 

iBo .00 
180.00 
l8[>.00 
185.00 
465.00 2 

375-.00 
450.00 
500.00 
900.00 
900.00 

l5bC.OO 
l'">b0.00 
1550.00 
1680.00 
lb85.00 4 



7>nr 



.00 



1. The IJath. Section, organized in l90b, was simply enlarged to include 

the Science Teachers. Tho Section wan dissolved into two sections in 'lb 

2. Of this r.mount 500.00 was to be usedfin printing tho PvCport of the 
Rural Schools Committee. 

5. There was no meeting in 1915 1 ^i^-g to the charge in time of meeting from 

December to April 
4. In addition to this sum, the Association voted a surri not to exceed 

$1000.00 to aid in the c mpaign for Constitutional Aaendraont Uo.12. 



155. 

Closely aasooiated with tho Arkanaao ;-.tabo Teacherc' 
Association is the Guperintondents and PrlTi-Gipals ' Dtvi3ion of the 
Arkansas Sta-'jo Teachers' Association, whioli held its first meeting 
in Hot Springs iriday ojid Saturday follovrini; Thanisclvinf: Day, 1916. 
J'l.c second mooting" was held a year latr^r at the aane place. At each 
of these uioetines very voluahle progrjuns were rendered and mch grow- 
ing interest rmnifeated. 

!i?horo is also a State Association of the IJegro teachers, 
Tiihlch holds its annual meetings at the satie time as the iltate Asso- 
ciation for white teachers , Ihese meetings liavc hoon well attended 
diu*ing tho last foi^^r or fivo years and their programs show that 
•yaluafale and holpfiil work Is hoing done. 

The Arkansas Teachers' Reading Circle. At the annual session 

of tho Arkansas Stato Teachers' Association, December 27-29, 190[;, 

Dr. \7.S .Johnson, Head of the Dopartmeiit of Education, Univcrcity of 

Arkansas, read a paper on the organization and possibilltjcs of a 

State Teachers' Pleading Circle, which resulted in the api:)Ointmcnt of a 

1 
committee of t:ireo "to consider ways and means for the establishment 

of a circle as ourlined." A favorable roiDort by tho ooromittoe the 

2 
next day was adopted by the Association, onA. Dr. W.S .Johnson, was 

made President of the Board of Control, .'iach member of the Arkansas 
Veachers ' Reading Circle was to read two boolcs- one to be selected 
from a group of "profosnional books" and the other from a group of 
'•Ciatural books-'- prescribed la^^ the Board of Control. V'hile the read- 
work required wau very simple, yet the rapid growth of the movement 

1. Proceedings of Ark. State Teachers' Association, 190!}, p. 4 

2. Ibid, p. 9 



154. 

Bhovred that llio tocolicrs of tlio State were cominc to realize the 
importance of recnaar aM systomatio atudy in preparation for their 
work from year to year . 

In apoakin^; of the work of the A. T. R, C., at the close 

1 
of its second year. Dr. Jolmson Da;"s: "The teaoho;rs have been dili- 
gent and enthusiastic over their v;or'-; have given u certain part of 
each week to the otudy of the books tmd have held meetings reg^ilarly 
in order to discuss the subjects undci- study. This latter has won 
many a teaoher to our ranks; and in those counties vshere it has been 
practiced most assiduously is vjhore the host results have cone. Of 
courso, it is needless to say, that from these couaties also will 
oome the best prepared teachers." 

ITpon leaving for a trip abroad in the Sxtmiuer of 1912, Dr. 
Johnson turned over the T»ork of the A.T. R. 0. to JCr. J.'J.ruykendall, 
Superintendent of the Fort Smith Pablio Schools. 3upt. Saykendall 
was selected as President of the Board of Control at the regular 
meeting of the State Teachers^ Association the following December, 
and has since remained as such. 

An interesting feat-are of the reading circle work is the 

graoiting' of diplomas to those vrho complete the assigned readings for 

four consecutive years. Counties onrolllng ^O^^ of their teachers in 

the circle are put on the "Honor Rule' Both of these plans resalt 

in craoh enthsiasm. 

2 
In his report for ISI 0-1^17, iir. i:.uykondall says "Since 

its organization in 1905 the Teachers' Iceading Circle has done a 

great v/ork in /jrkansas by stimulating systematic profession reading 

1. Proceedings of the Ark. State Teaohers ' Association, 1907, p. 154 

2. Procoodiiigs of the Ark. State Teachers' Association, 1917, p. 44 



155. 



by tecoliora, thereby incroasinc: their efficlcnoy and bonefitinc 

their school 3." 

1 
The report on tho Headinc Cirlce work for 191b-l7 wao 

as follows: 

(1) Total lomberohip 1905-1917 20,592 

(2) Cotal diploman granted to date 911 

A pupils' reading circle wao orcanized in 1909* Ho raenber- 
ship fee is reruired of the pu ils and, hence, ti has been impossible 
to keep statistics as to pupil enrollnent. At tines in certain 
sections and in certain schools much interest and activity is report- 
ed among the pupils in their reading circle work. 

The Educational Press. At the beginning of our study in 

1900, one teachers' journal, Jaiovm as the Arkansas School Journal, 

was being published. It was first issued in 189b, and was edited and 

published by V7.J. I'cllwain and E.L. Gatov70od. In January, 1901 

Mr. Gatewood severed his connection with the firm, and the entire 

control of editing and publishing the Journal was assiuaed by ?.Ir. Mc- 

Ilwain. In connection with the Arkansas School Joiirnal, lEr. Ilcllwain 

2 
organised a school supply business and a teachers' agency. Ilr. Weeks 

describes this joujiral as "racy of the soil, for it is made up almost 

entirely of the work of Arkansas teacliers; it contains articles and 

discussftsns by then; reports meetings; has sug.^ostions of local and 

practical value, and has oven reached the reflective stage, printing 

now and then tho remlnisconoes of the men who have grown gray in 

tho educational service of the 3tato." For a number of years after 

Mr, I.TcIlwain assumed full control of the Arkansac lichool Journal, it 

gained a r.iorc or less general circulation among tho teachers of the 

1. Proceedings of the Ark. State Teachers' Association, 1917. P»41 

2. Weeks: Ilist . of Pub. Sch . Sd. in Ark. p 110. 



State. "After a tlno, hov/cvcr, tlio ciroiQatlon becan to dwindle, 

duo to a laolr of cnorcotic canvasslnc for oubscriptlona on the 

part of the editor and a d03iro on the -nart of the toaohors for an 

educational Journal that -trould lie more helpful to them in their 

actual school work. Tho puhllcationG bocaxna irrocular and finally 

cased to appear in 1912. 

With the disappearance of the Arkansan school Journal, 

■Gie State Kormal ochool undortookrr'.thG publication of an educational 

journal known as "The Arkansas Toachcr." The first number appeared 

In January, 191>. Preoldont J.J.Doync wac tho Kditor-ln-Chiof, and 

Professor Grarvillo Cubc^ge of the Department of latin, Iianacor. 

The plan of the publication contained a number of interesting and 

helpful dopartmonts, each in charr-e of a member of the Formal School 

faculty as follows: 

A.J.Moadors, Dopt, of "P-nglish Special Articles 

C .C .Denny, Dcpt . of Xiducation I'othodG 

J.T .Bucholts , Dept . of Science Ilat^iral Science 

E .A.Brcnnan, Dovt . of liath School Vova 

O.W.Stephenson, Dopt. of History. .. .School Activities 
C.B.Gentry, Dept. of Agricnlturc. .. .Rural Schools 
R.E.iVonaok, Dopt. of History lliscollancous . 

Prom the first the Arkansas Teacher was roco^^nizod as a 
well-edited and helpful journal, and soon gained a rathor large cir- 
culation . 

In april 1918, tho manggemcnt changed hands, and was moved 
from Conway to Little r.ook u:i.der tho control of J .',? .KuykendrJ.1 and 
D.I .Paisley^ The now owners arc now editing and publishing the 
Teacher in connection with their school supply business . Tlie policy 
of tho publication has beon changed somewhat, but under the manage- 
ment of Messrs. Xuykendall and Paislo-, i.\.'o of our really groat 



157 

Stato oduoatioiml leaders, tho teaolilng profocolon axpoot tho same 

high atandarls to "bo malntainod. 

Another scliool journal is the Arkansas School llowo . 

This publication was organised Dooomber jil, 1914, "by the Arkansas 

Stato Colorod Toaclicra* Association and made their official orcan. 

It is published at Stamps, Arkansas, with A, llltchell Salono as 

editor. Tho writor has exajilned onL:r one issue. Vol. I, II0.7, Oct, 

1913 » "but this nunbor shows the ITcws to bo well edited and reflects 

credit upon the editor-in-chief. There are a number of valuable 

contributions by the loading nep^ro teachers of the State as well ae 

two or three fron tho State Departnont of ducatlon. Tills number 

also contains interestinG" reports of the industrial tjotIc that is 

being carried on by tho pupils of the necro schools of the State. 

1 
The School Iraprovonent ADsociatlon. This moyement was 

started in January, 1906, by l.Irc . J.D.Matlock of Blinlnclian, Ala- 
bama, who met with eleven rcprGscntative women of Little Kock at 
the home of I!1'3. T.P.J.rurrey for that purpose. T'rn. Murrey was 
elected president, and tentative plans were outlined for tho work 
among the Little Rock Schools. So satisfactory rnia the success 
attained and so encouraging was the interest manifested in the 
initial activities of the organisation, that a State school improve- 
ment association was soon organized. The State Association was put 
under the control of an Advisory Board, consisting of twenty ladies 
representing all parts of the State. Urs . T.P.lTurrey was made 
chairman of this board, and "to her untiring: efforts and capable 
direction" was largely due the early progress of the work of the 

1. Report of Supt. Pub. Ins. 1907-O8, p. 02. 



158 

n. I. A. in ArlconsGo. Tlio purpooo of tho Aanociatlon was mani- 
fold, as Irapliod in tho ccneral nocuainG of tho terra"Sohool Inx^rovo- 
raent". It oeoured syrapathotic and financirl cooperation on tho 
part of tho school pr.trono- both nen cmd women and oven cliildren- 
by way of studying scliool conditions and onriromnont, iinprovlng and 
■boantiiyins c^OTionds and huildincs, furnishinc and oPulpping labora- 
tories and libraries, otc. In general the aim of tho /jssociaticn 
was to increase the value and iinportanco of the school by malcine 
the cotununity and tho pupils feol responsible for its irai-'rovoment. 
During the first two years, thoro wore orgssnisod in the 
State twenty-two School Iraprovement Associations with some v2000.00 
Brponditures to their credit. So favorable was the report from ilr- 
kansao during this two year period, 130b-07 and 1907-08 made by 
ISr, Hatlock at LTcnphis in 1908, before the Confer once for r.ducation 
in the South tliat "OlOOO.OO of tho Campaign Fund was appropriated 

to Arkansas, with the pronise that the gift would bo continued from 

1 
year to year if judicAoiicly osgpended." 

In October 1908, tho S.I. A. work was turned over to the 
department of Public Instiniction, and with the vlOOO.OO donated by 
the Conference for Education in the South an active ccrapaign was 
instituted for tho organization of School Improvement Assooiatione . 
litiss Eva Reiohardt and .Mrs. Clio IlaiTper wore ongaged as field re- 
presentatives for tho last quarter of 1908. Muxjh valuable assistance 
was still rendered by tho ladies of the Advisory Board. Five prises 
in the form of framed pictures and diplomas for the best oomposi- 
tions on "School Inprovement" wore offered tho pupils of the public 

1. A yoar book of School Improvcnonts in ^Irkansas, pp.5-&« 



159. 

2 
schools ojid a liandBorae lovins Cup wac offcrol as an annual trophy 

for the local 3. 1. A. reporting; the most aotual work done. In addi- 
tion ouperintcndont Cool: took up perooncJ. corrcapondonoo with county 
superlntondonta, county oxaminora md sujorintendonta of schools; 
also a proas "bureau vms eotablishod TThoro'by no'/rs artislos on school 
ir.^oi'orcimont work wore fumishod to the State dailioa and to some 
300 oaimty papers. 

During tho first throe months of this yij^orous camoaicn, 
fifty- four local l5chool Improvenont Associations v.-oro organizod, riaking 
a tot.nl of SGvnnty-sirn: in thitty-nine of tho soventy-flvo counties of 

the "tato. The soTonty-slr associations! , 'Jith a Lioinhorshiy:) of 2,167, 

2 
had 272 da;-r. work and and 02tpendituro of , 9,8l;>,7l to thoir credit. 

Tho report for the hiennial ^oi-iocl 1900-10 shov/ed one hundred sixty 

4 
associations v/ith a raemhership of 10, 000; the report for 1911-12, 

by Hiss Sva Seiohardt, State oreanisor, chows over three hundrc.. active 

organizations, one or more in every county in the State, and a meober- 

ship of approslrmtcly 1!;,000; in a report by IUss Relchardt to the 

School Iiirproveiaent Section of the ^Lrkansas State Teachers' /iScooiation, 

April lb, 1914» "the statonent is nade tha.t there are "Over 500 S.I. A. 

b 
organizations In Arkansas to-d?y, with a nonhership of thousands. " 

Various "bulletins havs been prepared and sent out by the 

Dopartncnt of !^duoation from tljne to tine, in the interest of tho 

School Improvement Associations, stating the purpose of the work; 

1. For plctTiro of tliic Loving Cup, see A Year Book of Gchool Improve- 
nont in Ark. p. 4. 

2. Report of State Buptl. of Pub. Inc. I907-08, p.82 

3. " " n . r n ,t r. 1909-IO, p.l49 

4. " T, r, „ » „ n 10ll_12, p. 170 

5. Proceedings of the Ark. State Teachers' Association, 1914, p. 202. 
b. re fiir'-hcr ct-ti sties as to mc-"^^- of c:,r:f.:;ociations and ncnbership 

could bo found by the writer. 



ibO 

explalnlTiG ■^iJ^nn -^or tho orranization of local annocial;iono; and 
giving guggcctions .or oohool buildlnss, rrith dctalla for hoatinc, 
lie:litinG, ventllatlnf;, soworairo, oanltation, etc. A 9b pa-c booklet 
entitled "A Yoar "HooV of School Inrprovcnont In Arl^ansas" was lasued 
in 1909. The pronotcrc of the school l.Tiprovonient novomont, from the 
beginninc, havo cooperated with the promotors and ev^onts of oyory form 
of educational endeavor , and ag a rostat the State has received an 
uplift which cannot be raeasiu'ed in dollars and conto. 

Sha Stato Board of Education. For a nunbor of years prior 
to 1911, when the State Board of Education was created, the convic- 
tion had been steadily growing that the organisation of our education- 
al system was not such as to provide for a steady, continuous policy. 
[Hie administration of tho entire public school systom of the State 
rras in the hcndo of a Superintondont of Public Instruction, who had 
no associate councilor or board of advisors. Furthomoro, Ms term 
of office covered a period of only two years, and rarely ever v/ae a 
Superintendent elected for a third terra. The executive function of 
the Department of Public Ir-Struction wns extremely limited, while 
the legislative function was nil. Under such conditions there coiild 
be no permanent administrative policy, very littlo exorcise of the 
executive function excopt throu'^h advice and coimsol, and no exercise 
of the legislative function excopt through political influence over 
the members of the General Assembly. There had been no continuity in 
the school system; it had "Just "-rovni up", as it were, by the ad.Ution 
of cross-sections of educational pro^Tess which liappened to be 

affected at irregular intervals of time. Superintendent Cook pointed 

1 
out this condition in each of his first two biennial reports, and 

1. Reports of the State Supt . of Pub. Ins. 1907-08, 18-19; 1909-IO, 
pp.l2-i;;i. 



r.s c Eieana o^ luproTinc "the cdninistrr^tlon :iiid con1;ro3- of tlio publlo 

school ayston, reoonmencLod, the oroa«lon of a State Board oZ ',duca- 

tion Tjy lor'-isln.tivo onaotnc^t. '!o crlloc'' n.-:-•^^r■t1m- to t1'^^ n-.nr; tMng 

1 
in sn address tioforo the Citato Toachera' AscoGia'uion, dooolvjct 1910. 

The Arkanoas Education Corai-iiSBion roaliz.od the sane condition, and 

the throo lines of activity eniphasizod by the CommiQ.'^ion in Its 1910 

2 
campaign. 

In aocordanco \7ith the prevailing opinion that a Stat© 
Board of Hduoation "would relievo the situation, the legislature of 
1911 ro.39P^ ^n Act creating Buch a aupervisoiy "body consisting' of 
the Superintendent of Ptihlic InGtniction, ac ez-officio chairman, 
and one noinher from each congressional district, to "be appointed "by 
the Governor for a tcnn of sevon years, one coi^ir; out of office each 
year. 

Anonc the more important dutioa and powers of the hoard 
were the following J 

1. To nanago and iuveat the permanent school 
fimd and to collect c.ii rsoneyD due it. 

2. To control the oliarterin^ of all educational 
inatitutions and establish the conditions for 
conf errins derreoa . 

3. To control medic ol coid sanitary inspection 

4. To assist the State Superintendent in ezam- 
ininc candidates with a view to nialdng first 
Crade ■*-■ ----'-'--•-- -•-'•■ ■^~; •- -'- 

vise \ 

cneetion of issuing Stato or profosoional 

lie '- '--'•-id. upon Ctato teaohers' ocrti- 

fic -'d in other Statos or haood upon 
normal scliocl dii^lomas and doerees from educa- 
tional institutions . 

5. To - rovido courses of study for rural clenertary 



Note 1. Proceodin^r. of the Arlr, State Teochers' Association, '10, p. 57 
2. See p. 121 
5. Act ho. 4:;1, A«ts of 1911. 



r^J 



152. 



grodod and higli Bclioola; to cladaify and 
"" '.rdize tho - -' ^ • sohoolo; and to -"iro- 
: ■ .. -ulio ro'.ui- u iTor acorQuitinij graded 

and high schools . 

b. To Ttrovido for now forma of oduoatlonal effort; 
jnd to ttilco such action aa may b© neooBoaiy i,o 

pronoto tlie ov^.v-V.' "~ '' ' ' " '■: '' ^. of- 

ficioncy of tho c ^ , .. -..u Staoo. 

Another important function of tiao State Boeird of Education 

wa;' to aot as tho State High oohool Board in tiio apTDortionment of 

1 
State aid to high schools . 

Darin'^ tlio sov m -roars o" il;;^ o:istcncG, tho 3tato Board of 
Education hao boon iiuito active cind jadicious in tlio excrciao of its 
duties Knd functions. In its advisory capacity, it has "oeen of mator- 
ial vrduo and arisistancn to thn State? Suporintondent in the admini- 
stration of tho duties or liiD, and iu tho detcnaination of now 
policioD for increasing the efricionoy of the aluoational system of 
the stato. 



1. This funouion was ascribed to the State Board of i:ducation by 
a provision of the law granting Stato aid to high schools. 



165. 



C]iaptor VI . 



Tho legislation frop. 1900 to I9l8. 



In tho Dtudy or tho Ovluoationol lava eiiaotod by the General 
ADsoribly of Ajr!.-c:nsas during tho poriod froui 1900 to 191'", it will 
woll first wO cma.].yzo tho followinc table : 



Yoar of 


Grand 


Total 


f ITo. of 


ro. of 


llo. of 




Lcflsla 


- Total of 


all :'du 


- Gen oral 


Special 


lUllG in- 




tive 


cai laws 


ca-.ion£il 


Ed.uca- 


troduced, 




ScDsion 


or^acted 


Lcv,'o 


......1 


tional 


but failing 








I^nactod 


LawG 
Enacted 


Lavra 

Enacted 


of pacQac'o. 




1901 


223 




20 


5 


25 


21 , 






190} 
190? 


217 




11 


11 


28 


50 






364 




b 


60 


51 






1907 


460 




88 


rr 
i 


81 


05 






1909 


441 




101 


11 


90 


bo 






1911 


472 




112 


22 


90 


50 






i9i:i 


527 




54 


4 


50 


49 






191:; 


^'A^ 




7 


59 


57 






1917 


M-t>l 




91 


20 


71 


43 







Total 



5350 



045 



96 



549 



42b 



In this tabic we notice that the total nunbor of education- 
al laws is praotioally 20f' of all l^.wg passed; the n-amber of general 
educational lav/c ic loss than 15, y^- 'ii -v^ Aiu.Mional laws, making 
tho special lav/3 over 85/j of the entire mtmbcr; the nuiabor of edu- 
cational bill;:; introdiicod, but fv.ilin; of pasoaf^o, is a->-':nro:d.nately 
66^' of all educwuiuiii^j. jills pa-Lc. . It -.Till u- uo\,^^ -x^j that 



1. The data for this -^ -^ - -.; obt-'-*" " * " ■ - "'-i-iso and iJenate 

Jouniale, J:or the _ Lve s-. . :, to 1517 inoluoive, 

and from the Acts of General Assembly, covering the same period. 



164. 

for the nine soooions of tho loclalature there were 1071 "blllB 
introduoGd, making an average of exactly II9 hills per soesion. 

A largo proportion of tho opociul educational laws woro 
conoomod with only threo kinds of local lecislation, viz. (1) creat- 
ing Special Gohool Distrioto, (2) providing for the consolidation 
of two or rnoro adjaoont districts; and (3) authorizing districts to 
mortgage their property to boirow raonoy for building ijurposos. The 

raimber of special laws covering each of these tliree oasee for the 

1 
suocoBSive sessions of tho legislature is shovm in tho following table: 

1901 1903 1905 1907 1909 1911 1913 1915 1917 

(1) Special School 

Districts 5 4 23 48 41 31 26 33 29 

(2) Consolidation 2 1 2 4 15 14 10 14 10 

(3) BorroTdng money 1 12 24 40 41 30 14 16 19 



Total K '^ * * * 

8 17 49 92 97 75 55 ^3 58 

Among other phases of local legislation covered by the 
special laws may be mentioned the extension of school tax to certain 
districts, donations for school purposes by certain cities and towns, 
authorisation of county judges to appoint ohcool directors under 
certain conditions, minor amendments to looal legislation, otc. 

General Laws Enacted in 190I. The general educational 

laws onaotod by the 1 errislnturc at its session in 1901 were as follows: 

(1) Act Ho. 26 authorized cities of the first and 
second class to rocoivo gifts, donations and 
endowments for the establishment and maintenance 
of public libraries. 



1. Data obtained from indexes of the Acts of the Generiil .iissonbly 
covering the dates indicatecl . 
* . That total is Inrgcr tha,n the whole number of special laws for 
this session is due to tho fact that frocuently a single Act will 
make provision for more than one phase of local legislation. 



165. 

(2) Act IIo. 55 ancnded coctions 70^2 and 70^2 

of ^andels and Hill's Digost in recard to the 
ncjuier oJ: holdinc; school oloctionc t'jid nodo 
of dotorinlnins tlio amount of taxes loviod. 

($) Act. Ho. 117 i'^iproved tHe law govomine the 
reports of cou-ity orardnorB and the cumner of 
inalrinG the State school apportionment. 

(4) Act No. 194 bettered the condition of transfers 
from districts in one county to districts iu 
another county. 

(5) Act No. 205 prohihited directors of public 
schools from oriployin:; rcli-tivos oxi teachers, 
unless "two-thirds of the patrons of :mblic 
schools shoiild petition them to do 00." 1 

Gonoral Laws Enacted in 1905 . Tho general educational laws 

enacted by^tho legislature at its session in 1905 wero as follows: 

(1) Act No, 41 rcpo-lGd -\ot . IIo. 115 of the Acts 
of 1899 recuiring tlio rocistration of school 
warrants. 

(2) Act No. 47 authorized officers of special and 
coraaon school districts to insure the buildings 
of their district, 

2 
(5) Act No .52 regulated more perfectly the method of 
examining and licensing teachers. Two new IcLnds 
of liconscs YJ-cro provided for. The firs'; was 
called a special license. It was granted as 
evidence of oualifications to toach subjects not 
mentionda among those roruired for county license. 
The second was called a professional license , 
It was valid in any county of the State for a 
period of sis years and was granted upon satis- 
factory examination on "Algobra, plan geometry, 
general history, rhetoric, and civil government" 
in addition to the subjects renilred for a first 
grade license. 

(4) Act No. 85 authorized special ftee school dis- 
tricts to mortgajo their proper^ to borrow noney 
for building purposes. 

(5) Act No. 90 regulated the degree oonf erring powere 
of literary institutions in the State. 

Note 1 . The penalty for vlftlation of this Act by any member of a 

school board was fix in an- — not loss than 10 nor more 
tlian ^^50 aiid in addition c. :i3n fro.i office. 



Ibb, 

(6) Act ITo. 95 roculrcfl the Suporintcndont of Public 
Instruction to pro^-lde a, uniform oourDO of ntudy 
for tho common schools. 

(7) Act ITo. 115 Incror.cod the salary of the Superintcn- 
tendont of Fahllc Instruction and his office 
force as rollowo: 

a. Superintendent from ^,*l800 to ^Z'jOO 

per arai'in. 
"b . Deputy STiperlntendcnt from i^l200 to 

vl5^0 per r:nniir . 
c. Clerk from 0^*00 to ;i>900 per annum. 

(8) Act IJo. 127 prohihitod the e.rTplo:,Tnent of child 
labor in any factory or nanufactiu'ing ostahlieh- 
ment vrithin the State. 

(9) Act IIo. 132 amended Section 705O of Sandels and 
Hill^s ."DiGoat in rojrard to tho annual school 
elections . 

(10) Act no. 137 authorized cities of the first and 
second clccc; to lev;,' n tas: of one-fourth of one 
mill on all real and personal property in the 
city limits for the purpose of cstahlishlns and 
maintaining a public library, provided "said 
ta:^:: vrith tho othor tczos assessed "by said cities 
shall not ozoeed five mills." 

(11) Aot !To. 164 apportione"' to-ithe school fund of 
fifteen courtlen tho siin of ii?200 from tho revenue 
collected on each license for the sale of licuot 
in said ooimtioc. 

General Laws Unacted in 1905. The general educational laws 

enacted by the lecislature at its session in 190^ Here as follov/s: 

(1) Aot !!o. 35 rorjUrcd the State Superintendent nnd 
school officers to enoouracd the study of Arkansas 
History and tho spirit of pattdiotlan, in the public 
aohools. 

(2) Act IIo. 156 authorized county judges of the several 
counties of the Stato to lease v/lld and imcl oared 
sixteenth section school lands for a term of years, 
for the purpose of putting- sane in cultivation. 

(5) Act ITo. 215 created the Arkansas History Commission 
and made an appro ^-riati on of vl250.00 to defray 
tho ' • • - •: to tho first publication of 

the -I- , -- -.-_oal Association. 

(4) Aot Ko . 248 pomittod any special school district 



167. 

to mortTa^o its property to "borrovr nonoy for 
iDuildiiis purpooea. 

(5) Aot. No. 511 Eiado provlsione for inprovinc; the 
character of tc -' ' --• in tl^e con^on schools. The 
moro imr^ortant ; lions of this vlct v/ero: 

a. Coimty ' ' -d to hold 

teacher , of at loaot 

one week duration - 

"b , State Superintendent wee rocuired to outline 
the work to he done in the common branchoa . 

c. ill toaohcrs were reouired to attend upon 
penalty of revocation of license. 

(5) Ao4 ITo, 343 licensed the jrraduates of the normal 
Department of the Univorcity of Arlcanaas to toach 
in the pirhlio schoola of the state. 

General Laws Enacted in 190? • 5?he general educational lams 

enacted hy the loeislature at its seosion in I907 were as follows: 

(l)Act !To. 189 increased tho senero.l Otatc cchool 
tax from two mills to three -r^llls on tho dollar, 
and the optional dietrict tax from a maximum of 
five mills to a maximum of seven mills on the 
dollar . 

(2) Aot No. 317 provided for the egtr.hlisljnent and 
maintenance of a State ITornal 3chool. 1 

($) Act I'o. 3^7 amended Aot ITo. 31I of the Acts of 
1905 hy exenrpting teachers from attendance at 
the county institutes, i-^rovidod thoy"att0r.d Tos.- 
hody Institutes or other Institutions or summer 
Ilormrils . " 

(4) Act !To. 399 created tho office of oo-^jnty superin- 
tendent . 2 

(3) Act ITo. 430 ap ropriated vl^OO for continuing the 
work of the Arlmns s ri~' -^-^ "o- -ission rxid for 
printing and diotrihuti. xid volume of 
the publication of the Arkaneaa Historical ABS07 
elation. 

(b) Act lie. 453 autl:ijorized the school directors to 
require tho to-:".'"- ■ -" - '' onor t.?,ry a:ri" " ' • -:'o 
in the public e , n in thoir juu^^ 

they deemed it eicpedicnt. 



1. For full outline of this Act see ti.' 



168. 

(7) Act llo. 456 ro-onactod tlie cliiia labor law aa 
providod in Act ::o. 127 of tho Actc of 1903 by 

jj,^..,.... „^... ... ,,., pj^oV' - ore effcotivo, 

a . ■ . ; to :■ . ::::oliool "'otcnd- 
anco . 

General lavrD iiiactod in 1909. Tlie c^onercl eduoational laws 

enacted by the lecislatixro at Itc ocas on in 1909 wore as follows: 

(1) Act llo. 100 providod for tlic Qstabliahment and nain- 
tcnancc of tlio four a{;;ricxiltaral ooliools. 

(2) Act rio, 135 aoooptod th' monoy autliorizod by an Act 
of tho Federal ConGroDa known as tho Adam's Act to 

provide for an inorocsed tmn-aal appropriation for 
a(;ricultural expcrir.iont stations, and regulated 
■Uio Gsr^ieudituroG of said money. 

(3) Act ITo, 154 apptroprlatod tho funds acoruin,-^ from tho 
foos for State and professional oscaminations of 
teachers to t!ic anoti.it of v^OO for the purpose of 
paying all oxpensos of sold 02:anlnatlons , and con- 
stituting an institute caad library fund. 

(4) Aot lie. 234 re^julatod and onforcod attendance at 
tho public schools of tho State. 1 

(5) Act lie. 271 ar-iondod Cootlon 17 Act ITo. 317 of the 
Acts of 1907, establishlne the Arkansas State normal 
School, so as to allov; tho Ilornal School :':oard to 
grant the docreo of Lloontiato of Instruction in- 
stead of a nero diploma of Graduation. 

(6) Act no. 304 inoroased tho po'ivorG and duties of the 
A:. .'J lliatoT-j Coinnisolon, and provided for a 
Soojo\.-ry to tho Goiarolssion at n, salary of )l800 
per year. 

(7) Act 1:0. 312 araondcd Section 7^^^- of ::irby'c Dl:::ost 
so as to re uiro all school districts of cities 
and townfj to booono a sin^lo school district. 

(8) .lot !Io . 313 rorulred the toaching of olenent-ary 
aeric'olture and hortic;ilt;ire in the public schools 
of the State . 

(9) Act ITo, 321 autliorlsed tho creation of special or 
single school districts in - county of the State 
with tho samo po\7or3 as ;'C j.tI by special school 
districts in incoiTporatod cities and towns. 



1. For an outline of the Act soc p. 



169. 

(10) Aot No, 5^1 nuW'.ori " ^'hool dlDtrio'^'o to oxor- 
oiDO Gho pov.or of o ,. .... doinuin, and to u "jo and 
iiso private proiierty for acliool piirponoa. 

(11) Act Ho. >';7 ro-enaotod Act 234 of tlie Aoto of 
1909 in rocard to oompnlBor:/ attondanoo at school, 
with sli^'ht modifioationo . 1 

Genorel Laws l^iiactod in 191I. The {general educational 

laws enaotod tj tho legiBlaiiire p.t itn oossion in 1911 were ae follows: 

ili Aot No. 10 amondod Act l}0\ l8^ 01 thr ' •'- of 
1905 "by T,rovidinG conditions for per„.j— ..g 
titlea to Bizteentli eodtion school lands. 

(2) Aot No. 4!3 authorized tho quorum court of any 
county in the Stato to appropriate money to 
bo used in aasiotinc to carry on the "Pnmera' 

Co-oporativo i)enou3tration V.'or-t." 



r; 



(3) Act Uo. 9j a ricidd the i.Jiida accruing from 
the foes for ^..^.3 and prorescional e::aninationa 
of teachers to the amount of :/1200 for the pur- 
pose of paying all oxpensos of said oKiminations, 
eaid conetitutiiiG an institue and library fund. 2 

(4) Aot no. 115 amended Section JbSl of rirhy»g Dicest 
so as to provldo for a hotter orf^anli^ation of 
school hoards. 

(5) Aot Ilo. 116 provided for the oonsolidatlon of 
adjaoont school districts, and prcsorihod tho 
powers and duties of such consolidated districts. 3 

(6) Aot 1:0. 160 authori25Gd oitiea of the first and 
second class to lovy a tax of one-half of one 
mill on all real otid pergonal pro: erty sitnatpd 
within the oity limits for the piirposc of est:*.'^- 
lishing and maiutainlng puhlio libraries, pro- 
vided "said tas with the other taxes assessed 

by said cities shall not ejvoood fLvo mills.'' 4 

(7) Act ITo. 169 ro,riilatod r.iorc dGfinltcly tho manner 
of holdins elections in special or single school 
districts in any comity ol' the State other than 
distriota in inoorporatod cities and tovnis. 

(8) Aot no. iSO amended Section 3 of Act. ITo. 100 of 
the Acts of 190 J, wrovidinc for tiie ostablisJ.nent 
and maiutenanco of the four u^ricultural schools, 
in regard to tho personnel nnd manner of consti- 
tuting the board of trustees of said soho Is . 



Note l.For an outliiio of this Aot see p. 
" 2,5,4 on pace 170. 



170. 



(9) Aot IIo. 20b amended Section 751^ of Kirby's 
Digest so as to provide that the written 
contracts stipulating the agreement between 
school dirootors and licensed teachers should 
"be mado out in triplicate form instead of 
duplicate form, and tliat the extra vrritten 
contract form should ho filed in the office 

of the county treasurer of the county in wliich 
the contracts V7ere to bo enforced; and further, 
the county treasurer should not pay warrants 
of any school district until a copy of all such 
contracts have been filed vriLth him 

(10) Act no. 231 re-enacted Acts Hos. 234 and $47 
of the Acts of 1909 in rogard to compulsory 
school attendance, raalcing minor modifications, 1 

(11) Aot No. 246 amended Section 7539 of Kirby!»;3 
Digest in regard to county judges appointing 
county escaminers in counties containing two 
districts. 

(12) Act IIo. 274 dured defects in the sale of six- 
teenth section lands in Poinsett County. 2 

(13) Aot Ho. 275 amended Act ITo. 399 of the Acts of 
1907 creating county superintendence so that the 
county superintendent should conduct a five 
days' institute during the nonth of June instead 
of the longer institute from the fiarst Llonday 

in April to the regular quarterly examination 
in June. The salary was also increased by the 
addition of all fees for examination for license 
to teachers. 

(14) Aot lo. $28 created a State High School Board and 
provided State dd to High Schools. 3 

(15) Act No. 555 increaaed the powers and duties of the 
Arkansas History Conmission by enlarging the scone 
and facilities for collecting data, statistics, 
relics, documents and informs^tion of all kinds 
pertaining to the history of the State. 

(16) Aot Ho. 375 provided for the incorporation of 
institutions of learning and prescribed the powers 
of such institutions. 



Notes ftom precoding page. 

2. This Act amended Act No. 154 of the Acts of 1909 by changing 
the amount from v^^OO to .^51200, 

3. For an outline of tdiis Act sec p. 

4. This Act amended Act lie. 137 of the Acts of 1903 by raising the tax 
levy from '. of a mill to -fj- of a mill. 



171. 

(17) Act llo. 57^ araondod Aot No. $51 St the Aoto of 
1909. in recard to school distrlctg exercisinc 
tho powor of ominont domain for Dohool purviosea-^ 
so As to rQrr;ulate more dorinitoly tho legal pro- 
ceedings involved in adjiiatinc tho claims of tho 
property otoqbts. 

(18) Act IIo. 4.25 appropriated three-fourths of the 
revenue on Forest Hoservos, rodeivod "by tlie State 
from the Federal Govomnont, to the comnon school 
fond of the rospectivo oountios from which the 
revenue was collected. 1 

(19) Aot llo. 431 created a state Board of Education. 2 

(20) Act IIo. 444 provided that school systems in cities 
with more than 5000 sch elan tie population should 
be exentpted from the provisions of Aot IIo. $99 

of the Acts of 1907 creating the office of county 
superintendent; that the school "boards of such 
eeaHtie cities shall determine the course of 
study (for the schools under their rospectivo 
charges, fix the cualifioations of teachers, and 
exercise whatever powers were vested in it by law; 
and that the superintendent of such city schools 
shall perform the duty of a county examiner in 
granting licenses to those tee.ching in his own 
schools. 

(21) Aot IIo. 450 provided for the consolidation of 
school districts situated in adjoining counties, 
and for the administatation of such consolidated 
districts. 

(22) Act IIo. 458 provided that Special School Districts 
should be controlled in all oases by a board of 
six directors, and also provided for the method 

of their appointment or election. 

General Laws Enacted in 191$. The general educational laws 

enacted by the legislature at itsssession in 1913 vzere as follows: 

(1) Aot IIO. 20b amended Section 75l6 of Kirby's 
Digest so as to prohibit boards of trustees of 
the agricultural schools, as well as directors 

Botes from preceding page.- 

1. For outline of Act llo, 2_^1 sec p. 

2. This Act is really a special Act. 
$. For outline of this Act soo p. 

Notes for tMs page. 

l.Soe foot-note Nos. 2 p. 

2, For an outline of this Aot see p. 



172. 

of iDuLlic schoola, froa cnploylng rolativoo to 
toaoh in their Gohoolo, xtJ.osrj "two-thlrdo of 
tho patrons of aald achoola shall petition them 
to do 30." 1 

(2) Act IIo, 208 appropriated tho fimdo accruing ftrora 
the foes for State and profoscional oxominationo 
of teachora to tho amount of ,}'j>500 for tho purriooe 
of paying all exponoeo of said oxaninati ona , and 
constituting an institute and library fund. 2 

(3) Act no, 258 amended Soctiono b and 7 of Act IT0.376, 5 
of tho Acta of 1911 » in regard to sohool districts 
exorcising tho power of cninent domain for school 
purposos, by prescribing more definitely the logal 
details involved in a.d .justing thp claims of tho 
property ovmers, and giving each side tho right of 
appeal , 

(4) Act Ho. 287 amended Section 72b9 of ELrby's Digest 
siff as to esempt all students in actual attendance 
±n any of the schools in the state, as vroll as nil 
persons unable to per Term labor by reason of 
physical disabilit^r, from v7or]dLng on any of the 
public Mghways of tho State. 

Gonerol Laws jinacted in 1915. ^c general educational laws 

enacted by tho legislature at its session in 1915 were as follows: 

(1) Act no, 47 provided that tho oloctoro of Crawford 
Cou: ty shOTild vote on -the question of ozempting 
said county from the provisions of Act ITol 599 of 
tlio Acts of 1907, providing for county superinten- 
dcncy , 

(2) Act lie, 48 antoded Act ITo , 25 of tho Acts of 1915 
so as to put tho matter of morgaging school pro- 
perty for tho purpose of borrowing money to erect 
school building entirely in the hands of the school 
boards. 4 

(3) Act ITo. 92 amended Bection 7 of Act IIo. 251 of tho 
Acts of 1911 so an to prescribe more definitely 
the legal proceedings involved in the prosocutiona 
for violating tT'O provisions of the law providing 
conipulsory school r.ttendanco. 

l.See Act IIo. 205 of tho Acts of 1901, p. 

2. This Act amonded Act Ho, 55 of the Acts of 1911 by changing 

the amount from s!a200 to ^^5500. 
5. 3oo p. 171. 



173 

(4) Act iTo. 14^' made an appropriation of v'.7, 260.00 1 
out of the c^^nernl rewcamo fond for oartcmcion 
work in actioultiiro and homo ooononloc, for the 
Monnial period ending Juno ;>0, 191?, caid fimd 

to be orpendcd hy tho Collcco of .fpriciatiirc of 
tho Univcroity of Arlcanoa , tho land grant oollece 
of tho Litato. 

(5) Act i:o. 190 amondod Soctions 10 and l^. of Aot.':)99 

of tho x\cto of 1907, creatine county cuperintcndency, 
so an to prescribe additional diitios and fix tho 
salary of the county superintendent of Poinsett 
County. 

(6) Act llo. 217 amended Act IIo, 3 21 of the Acta of 
1909 in regard to niinor details in connection with 
tho fixing of boundary lines of ochool districts. 2 

(7) Act lie. 228 re-enacted Act Ho. 92 of the Act:3 of 
1915, with siniply a change in the counties in \7hcih 
the la\7 was to be effective — one county being omitted 
from the first group and three added in the second 

> group . 

General Laws Enacted in 1917 • The r.onerol educational laws 

enacted by the legislature at its session in 1917 wore as follows: 

(1) Act no. 59 created the "Arkansas Illiteracy Com- 

mlG:.iion'' to study the conditions of adult illiteracy 
in the State and to riake recommendations for its 
elimination. 



Page 172. 

X' This Act applies only to Loo Coimty^ and would therefore bo 
more properly classified as a special act. 

1. The Smith-Lever .igri cultural Extension Act passed by Congress 
and signed by tho President of the Jnited states on Iiay 8, 1914 
appropriated the sum of ,.10,000.00 per year to be oxrpendod 

by the land grant colleges of the Gtaton for doing extension 
work in agriciilture toid hone econoiTiic . Tlie Act also provided 
an aduitionnl sum for tho same purpose provided the States 
each year made appropriations in sums eciuol to the extra ap- 
propriations. In order to ta^ce advantage of this extra 
appropriation, the General Assembly of Arkansas a4 its session 
in 1915 made the above mentioned appropriation of v47»26o.OO. 

2. Act IIo. 217 applied only to Faulkner, Logan, Dallas, Cleburne, 
and v, 111 to counties. 



174. 



(2) Act No. b'j, amendod Sections 10 and 14 of Act 
No. 399 of tlio Acta of 1907 00 ao to prescribo 
additional dtitioc, incroaso authority, fix 
salary and linlt Gxponsoa of the coTmty aupor- 
intcndont of schoolo of Monroe Cotmty. 

(]5) Act ITo. 112 Gsto.hlishod a "Textbook Coranission" 
to provide a iinifom system of toxtbooks for the 
oomnon schools of the state. 

(4) Act Ho. 118 provided for the maintenance of the 
State Schoolo on a millafro basis as followo: 

a. Oniv. of .'irkonsan, four-nintl^ of 
one mill. 

b. The State IToinal School, ono-ninth of 
one raill. 

o. Each of the four Stat' Agriciatural 

Schooln, ono-ninth of one mill. 
d. The Branch Ilomr.l (llegro) ono-ninth of 

one mill . 

(5) Act ITo. 140 amended Act lie. 112 of the Acts of 
1917 Tjy naldng alight clianj^es in Sections 1]) and 
25. 

(6) Act ITO. 144 amended Act ITo. 189 of the Acts of 
1907 in regard to the duties and pov/ers of tlie 
electors to bo exorcisod at the annual scliool 
elections. 

(7) Act Ilo. 160 amended Sections 2 and 4 of Actno.248 
of the Acts of 1905 in regard to raorteaginc 
school property and borrowing money for building 
purposes. 

(8) Act No. 180 authorised the issuance of school 
district bonds as ovidonoo of school district 
indob;tFedneas and providod proper safeguards in 
connection vxith the procedure. 

(9) Act ITo. 181 providod for the accdptance of the 
benefits of an Act passed by Congress entitled 
"An Act to provide for the promotion of vocational 

education; to provide for co-operation v;ith the 
States in the promotion of such education in 
agricnltiire and the trades and Indus trier.; to 
provide for the cooperation with the States in 
•Sie preparation of teachers of vocational subjects; 
and to appropriate nonoy and rogulato its es;pcndi- 
ttires," and pledged the State to observe and 
comply with all the renulroments of such Act. 

(lOj, Act I;o. 269 aznonded Sections 3 and 4 of Act 
no . ;)04 of the Acts of 1909 so as to enlarge 
the usefulness of the Arkansas History Com- 
mission by increasing the soo-^o of Its \rork and 
making provision for extra office force. 



175. 



(11) Act ITo. 294 provldod oomindooiy Dcliool attontl- 
anco bot\rnon certain af'oo, otlpTilatod n jioncilty 
for non-attondarioo, and nutliori2cd achool boards 
to j[*iiriilsli fToo toxtbookD jmdGr certain condi- 
tions. 

(12) Act Ho. 302 iillowod school diroctors to inouro 
school buildinco in certain aseociations of 
ftimorf! who riako mutual plcdc' to Innurc oach 
other againot Iosg "by fir, tornadoes, oto . 

(13) Act Ho, ^ib re-enacted Soctiono 2 and 3 0^ Act 
ITo, 190 of tho Acts of 1915. 1 

(14) Act Ho. 3bO oraondod Act Ho, 367 of the Acta of 
1907 by pro vi dine that tho rogtilar county insti- 
tute held aniTually in Juno could bn hold any time 
botuoon J\mc 1st and October 1st, Joint county 
institutes wore olloxroC iri case of counties with 
less than fifteen toachors instead of eight as 
before . 2 

(15) Act IJo, 375 increased tho srJ.ary of the co;Tnty 
su^orintondent of Jackson County from vl200 to 
OloOO por annum. 

(16) Act No. 430 appropriated vl02,8bO,00 for the bi- 
ennial period from June 50, 1917, to June 30, 
1919, to secure an equivalent amount as provided 
by the Smlth-Iovcr Agricultural l^xfeension Act 

of Congress, 3 

(17) Act ITo, 453 appropriated v4000,00 'out of the funds 
accrued from the fees for State and professional 
examinations of toacherSj, in accordrjice with the 
provisions of Section 75:>0 of Kirby's Digest, to 

be used by tho State Superintendent for the following 
purposes: 

a. To pay salaries ond ozpensos of competent 
experienced instructors for the normals 
and institutes to be held in tlio various 
counties of the State . 

b. To pay expenses of collecting school ex- 
hibit v/ork fJrora tho rural, town and city 
schools and for arranging some as an oKhiblt 
in the office of State Superintendent of 
Public Instruction. 

c. To purchase suitable roference and pedacogical 
books for tho library in tho office of Super- 
intendent of Public Instruction. 

d. To iiay tho necessary expenoon of conducting 
examinations for State and professional 
licenses in tho State. 1 

(18) Act IIo. 457 appropriated 050,000.00 to oncomrage 
and aid in teaching of olemontary agriculture, 
home economics and manual training in rural and 



nb. 



vllln.cc! Iii';""^ cchoolo and in the tr'\ininf; of 
toaoiiorG '.loi' nirril and clcmcntn,ry ocho )ln of 
the states. 

(19) Act No. 4(54 provided for a rural toaoliors' 

certlfioato nnd a spociol certificate in Home 
EconOToica to bo granted to students of the 
Arkansas State normal .School upon the satis- 
factory coraplotion of cnrtain proscribed 
courses . 

itO) Act no, 469 abolished the office of ooiinty 
examiner in Scott Goimt:/ codA cu'ostitutcd 
theroforo the office of co-mty Superinten- 
dent with certain defined duties and a 
fixed salary. 



notes from page 175 • 

1. See p. 17?- -17:; 

2. This latter provision was made particiaai'ly for negro 
institutes. 

3. See note 1 t5. 175 

4. This act covers Act JTo . 208 of the Acts of 1913- 5?he 
appropriation v^ao increased vi^CX) and the purpoccs of the 
appropriation wore cnlarcod by the addition of those in- 
cluded in subdi visions a. and b. in the outline above. 

Hote for -^ar-o 17^^ • ^^ t -i „^ • 

1. Tliis Act is practically the same as the ccneral law 
providing for coimty ciiperintendonoy. Act lie. ^99 ^f 
the Acts of 1907. 



177. 
Chapter VII. 

StLTnnary 

In rovlewinc tho past olghtoon yoara of oduoatlonal 
history in ^xkansac, v;o find arron{? the nultitudo of rofrretnble con- 
ditions many re!a.i"!onr! for encoiiraconiont . Orir various efforts at 
improvoraent aiad *ovolopmont often were hut little raoro than failures 
yet each successive endeavor, even though it failed of its purpose, 
added to our esqoei'ienco and assisted us in our suboeciuent undor- 
taJclngs . Gradually our resources liavc hoon increar^ed, noT7 lines of 
TTorl: evolved, and the scope and useftilnoss of tho schools enlarged. 
Out St."te Superintendents and educational leaders have maintained a 
constant diagnosis of oiir school system in the light of other school 
systems, frankly and openly pointed out our weaknesses to the gener- 
al public, and urged such legislation and modifications as in their 
judgment nould imp rove our educational facilities and give our 

children equal advantages v?ith those oi' other States, nr. \'.'eeks says 

1 
that, xrhatever shortcomings may he apparent in our school conditions 

and educational policies, "The people of Arkansas are not in 

the hahit of claiming that their system is better than it is or that 
it is better than that of other States; they have boldly and honest- 
ly sought to know the true situation, regardless of their relative 
rank; they have never comforted themselves with the flattering 
unction that their system was already the best that could be devised 
and therefore needed no improvement. On the other hand their 
educational le:iders have called things by their -ferue iaaraes; they 

1. T/eeks: Hist, of Pub. Ed. in Ark. p. 7^^. 



178. 

Imvo rooogiiizod their sliortcomiiiGS, thoir bltmdoro, thoir fail- 
uro3, their injuatic to thomaolvoa, and with atoadiucsc of purpose, 
— BomotimeG escooodiiigly slow, it is true, but noiio the loss sure — 
they have sought to onend the errors of earlier days and to lay 
broad and deep the foundations of a school oyBtom that shall grow 
and dovdlop with the increasing strength and Power of the state." 

Various eduoational oonpalgna have boon carried on vTith 
•Hie reoult that the people have oone to realii^e that public eduoa- 
tion is a public utility, and that the dogroe of its officioncy is 
directly proportional to tho support vj^iich it recoiveo. In 190t), 
the people cast an overwhelming vote amending the Constitution so 
as to raise tlie general Stato School i'es: from 2 nills to jj nille 
and the optional local district taz from a maxinum of 5 mills to 
a maslmun of 7 mills; in 191^ another araonitmBaxt increased the op- 
tional local district tax to a maslmura of 12 mills. Legislative 
appropriations for tho support and maintenance of tho State Educa- 
tional Institutions in 1901 amounted to approximately 04-00,000.00; 
while in 1917 it amounted to a little more than ^It^OO.OOO.OO. 
liberal appropriations ha#e also been mode in the way of aiding 
Ijarticular educational novcmonts. Administrative policies have 
been improved and the worldLngs of tho school Gystomati25ed; much has 
been accomplished In llio way of grading and standai^islng both the 
elementary and secondary schools; and the scope of the work has 
been extendod not only by tho introduction of now coiir-jo, but also 
by the improvement of tho old. 

Bore significant still is tho rapid tendency of the 
Bchools to give up the traditional acadenlc and cultural courses 



179 

and adopt tho more utilitarian and practionl lincD of training, 

1 
i>uperintondent Cook in his firat bioniiial reports Bays "Indood, the 

vory purposes and roc onsibilitioo of tlic soho )1 eyston havo "boon 
greatly enlargocl in rocont yoarc. The accoptod essontiolo of educa- 
tion liavo undorcone strllcinG chancos. No longer are tho public 
schools looked upon as merely tho supply houses for stored hook 
knowlodce, "but these schools are expected to train the youth for 
citisenship and life work. Practical training, the application of 
knowledge suited to the environment and to the individucl, a sys- 
tem that VTill develop moral and physical, as well as intellectual, 
manhood and womanhood is the ideal toward which Hie schools are 
striving." 

Especially, has this he on true in the case of the high 
schools. Prior to 1911 » when tho high schools wore not supported 
and regulated hy State legislation, the only outside f&ctor con- 
trihuting to their supervision and regulation was found in the 
college and University "entrance reciuirements" wliich wore fixed 
almost -holly u on academic and cultural suhjocts. Aa a result fif 
this influence, together with an absence Qf anything more tlian 
vogue and indeflnlto educational policies on the part of tho local 
comraanities, tho Mgh schools aspired only to reox;h tho standards 
of ^entrance reoulroraonts . * i/ith the passage of the law providing 

State aid to high schools and piitting then imdor the control of the 

2 
State Board of Ilducatlon, there has boon a marked change in the 

high school curriculum to those studies characterized by practical 

1. Report of Supt. of Pub. Ins. 1907-08, p. 6 

2. State /dd has he on rope 'led but tho high scho^ils are still 
under tlio control of tho State Board of Education. 



l8o, 



values . 

Among the iCTn-ovcmentn In our public ochool syetom trhioh 
have "beon affectod "by direct loGialative enactment may bo montioncd 
the introduction of elementary ajjjriculturo and horticulture Into 
the public school course and the Geta1?lioJuacnt of the foiir acrlcid- 
tural schools; the establishment of the Arkansas State llomal 
Schools; the adoption of tho prlnoipleo of consolidation and county 
super intondency; and the praotioal application of compulsory attend- 
ance and anti-child lahor laws . 

Very c'^oat improvcnent has he on ocooTiplished also through 
the activities of such agencies as the Arltansar. state Teachers! 
Association, tho Arkansas State Teachers' I^eadlng Circlo ond the 
Pupils' Reading Circle, cluh women and School Improvoment Associa- 
tions, and the State Board of Education, More iraportrmt oven than 
tho work of theso agoncios has heon the -nork of our four special 
supervisors in tlioir respoctivo lines of Secojjdary l.duoatijn, Rural 
Schools, Special TTountain Schools, and Ilegro Schools. 








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